Biology Curriculum.pdf

Asbury Park School District

Course Title: Biology Curriculum Area: Science Credits: 5.0 Length of Course: Full Year Half Year

New Course Revision

Course Pre-Requisites: None Course Description: This course focuses on the fundamental concepts in biology and how they apply to our everyday living experiences. It will show how all-living things are related with their environment. The laboratory work will increase the student’s interest, critical thinking and develop problem-solving skills. Students are required to take the New Jersey End of Course (EOC) Biology Exam. Course Philosophy: Biology is designed to introduce students to the wide range of topics that comprises the study of living things. The course content is based on the NJ Core Curriculum Standards with the aim of preparing students for the New Jersey Biology Competency Test. The course also aims to prepare students for the many important biological issues they will confront during their lives.

Laboratory exercises are an integral part of the Biology course. Students participate in the process of science by using laboratory equipment to design and conduct experiments with emphasis placed on safe laboratory practices. Students will also be exposed to the many and varied career opportunities that exist in the field of Biology. Course Goals: The one semester course is divided equally into five units (adapted from the NJ Biology Core Content Outline):

A. Organization and Development 1. Biochemistry 2. Cellular Processes 3. Homeostasis 4. Mitosis 5. Gene Regulation 6. Organization of Living Systems B. Matter and Energy Transformations 1. Biosynthesis

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2. Energy Flow 3. Photosynthesis 4. Respiration C. Interdependence 1. Populations and Communities 2. Ecosystem Stability D. Heredity and Reproduction 1. Genomes 2. Gene Alteration 3. Sexual Reproduction E. Evolution and Diversity 1. Adaptations and Character Traits 2. Scientific Evidence of Evolution 3. Diversity of Organisms 4. Mechanisms of Biological Evolution

Unit 1 Organization and Development; Cells and Cellular Transport

Unit Duration: 72 days


Anchor Standards (ELA) Standards for Science 5.3.12.A – Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. 5.1.12.B – Generate Scientific Evidence Through Active Investigation: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.

5.1.12.D – Participate Productively in Science: The growth of scientific knowledge involves critique and communication,

which are social practices that are governed by a core set of values and norms.

Overview/Rationale

• Recognize life’s characteristics and the method used to study life provides a basis for understanding the living world. • Recognizing that most chemical transformations are made possible by protein catalysts called enzymes • Relate an atom’s interactions with other atoms. • Understand that cells are the foundation for all life forms. Birth, growth, development, death, and all life functions

begin as cellular processes. • Recognize that transportation of molecules and particles through the plasma membrane and cell reproduction are

two important functions that help cells maintain homeostasis and keep us healthy. Standard(s) 5.3.12.A – Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. 5.1.12.B – Generate Scientific Evidence Through Active Investigation: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. 5.1.12.D – Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.3.12. A.1Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models. 5.3.12. A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment. 5.3.12. A.3 Predict a cell’s response in a given set of environmental conditions. 5.3.12. A.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation). 5.3.12. A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.g., stem cells, sex determination). 5.1.12. B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. 5.1.12. B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. 5.1.12. D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. 5.1.12. D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.

Technology Standard(s) 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

8.1.A. The use of technology and digital tools requires

Interdisciplinary Standard(s) (ELA; MATH) CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or

http://www.corestandards.org/ELA-Literacy/RST/9-10/1/



knowledge and appropriate use of operations and related applications.

8.1.B. The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.

8.1.C. Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.

8.1.D. Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

8.1.E. Effective use of digital tools assists in gathering and managing information.

8.1.F. Information accessed through the use of digital tools assists in generating solutions and making decisions.

performing technical tasks, attending to special cases or exceptions defined in the text. CCSS.ELA-LITERACY.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. CCSS.ELA-LITERACY.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. CCSS.MATH.CONTENT.HSS.MD.A.1 (+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.

Essential Question(s) 1. How does a scientist solve problems? 2. Why is energy required for living things? 3. Why is it important for scientists to include all the steps they used to conduct experiments when writing their

research reports for other scientists to read? 4. Why is it difficult for the results of one experiment to become a theory? Explain. 5. How does structure relate to function in living systems from the organismal to the cellular level? 6. Why do we have cells? 7. How do we maintain homeostasis within a cell? 8. How is a cell’s shape related to its function? 9. How does structure relate to function in living systems from the organismal to the cellular level? 10. How does the structure of the plasma membrane allow materials to move across it in both directions? 11. What evidence shows that the environment influences the occurrence of cancer?

Enduring Understandings

1. The study of biology revolves around several interlocking big ideas: The cellular basis of life; information and heredity; homeostasis; matter and energy; evolution; unity and diversity of life.

2. Living systems, from the organismal to the cellular level, demonstrate the complementary nature of structure and function.

3. The study of biology revolves around several interlocking big ideas: The cellular basis of life; information and heredity; homeostasis; matter and energy; evolution; unity and diversity of life.

4. Living systems, from the organismal to the cellular level, demonstrate the complementary nature of structure and function.

5. Cells are made of complex molecules that consist mostly of a few elements. Each class of molecules has its own building blocks and specific functions.



http://www.corestandards.org/Math/Content/HSS/MD/A/1/


In this unit plan, the following 21st Century themes and skills are addressed.

Check all that apply.

21s t Century Themes

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

21s t Century Ski l ls T Global Awareness E Creativity and Innovation T Environmental Literacy A Critical Thinking and Problem Solving E Health Literacy E Communication Civic Literacy E Collaboration Financial, Economic, Business, and

Entrepreneurial Literacy

Student Learning Targets/Objectives • Summarize the characteristics of living things. • Explain why science and technology cannot solve all problems. • Describe the importance of having the SI system of measurement. • Explain why water is important to life. • Model (using physical or digital tools) the four major categories of organic molecules (carbohydrates, fats,

proteins, and nucleic acids) using unique characteristics and primary functions. • Determine how and why each major category of organic molecule is essential to life. • Identify the six elements most common to biological organisms: carbon, hydrogen, oxygen, nitrogen, phosphorous

and sulfur. • Analyze and explain how cells carry out a variety of chemical transformations that allow conversion of energy

from one form to another, the breakdown of molecules into smaller units, and the building of larger molecules from smaller ones

• Identify enzymes as proteins, and determining how they catalyze biochemical reactions. • Conduct experiments to demonstrate that the activities of enzymes are affected by the temperature, ionic

conditions, and the pH of the surroundings. • Identify the parts of prokaryotic and eukaryotic cells. • Identify the structure and function of the plasma membrane. • Relate the structure of cell parts to their functions. • Model how processes are regulated both internally and externally by environments in which cells exist • Explain how the fundamental life processes of organisms depend on a variety of chemical reactions that occur in

specialized areas of the organism's cell. • Describe how molecules are transported across the plasma membrane. • Sequence the stages of cell division. • Identify the relationship between the cell cycle and cancer. • Assessments • Unit test and chapter tests • Do now questions • Class work • Memorizing and defining key terms • Group discussions • Lab activities • Quizzes.


• Self-assessment in homework and quizzes. • Observations during small group activities. • Completing the assigned mini-projects. • Self-assessment in homework and quizzes. • Observations during small group activities. • Completing the assigned mini-projects.

Portfolio • Did you ever wonder how a medication goes from the lab to your local drug store shelf? Imagine you are a

scientist working for a NJ pharmaceutical company. Your current project is to test a new medication for heartburn. This new medication helps neutralize stomach acid to prevent irritation.

• Design one to three possible experiments to test the safety and effectiveness of the new heartburn medication. Once the procedures are written, you will propose the experiments to your company’s Executive Board for Research and Development. For each experiment;

• Identify independent and dependent variables, identify a control, form a hypothesis-predict the results you would expect to find if the medication worked. Write a specific procedure that tests your hypothesis.

• Organelles, cells, and organisms have a wide range of sizes. Can any cell be seen with the naked eye? Make a visual display, such as a poster or model that shows the range of sizes. Label your display and write a summary explaining your display. Present this information to the class.

Differentiated Activities Enrichment • Suppose you have a pet and want to determine which type of food it prefers.

Write an explanation of how you could use the scientific method to determine the answer. Share your response with a classmate.

• Many people add fertilizer to their house and garden plants. Make a hypothesis about whether you think fertilizers really help plants grow. Next, design an experiment to test your hypothesis. Include in your plan what variable you will test and what variables you will control.

• Students will write an essay in first person as if they were the nucleus of a plant cell, watching over the workings of the cell. They will share their essays with the rest of the class.

• Discuss factors that limit cell growth. Complete problems calculating surface area to volume ratio

• Have students list the properties of water and give an example of how each property is useful in a living organism.

• Write a report summarizing how different cancer-fighting drugs kill cancer cells by interrupting the life cycle of the cell.

ELL

• Draw a model of the structure of an atom. Label the nucleus, protons, neutrons, and electrons of the model.

• ELL-Create a time line about the discoveries of the cell and cell structure from 1600’s to present. (Include the scientists and their contributions).

• Create a table comparing lipids, proteins, carbohydrates and nucleic acids, using pictures.

• Assign students a specific organelle of a eukaryotic cell. They will use modeling


clay to the model of the organelle. Then they will put all the organelles together and create a model of an entire cell. They will label the organelle and write a brief description of each organelle.

• Make a poster that sequences the events that regulate the cell cycle.

Intervention

• List and give five examples of the characteristics of living things. Rank the features in the order of importance. Justify the order you choose. Find pictures from magazines that illustrate each feature.

• Create a table comparing lipids, proteins, carbohydrates and nucleic acids. • Create graphic organizer comparing passive and active transport.

Teaching and Learning Actions

Instructional Strategies

Graphic organizers, labs utilizing scientific method, student observations, computer research, hands-on activities; scaffolded instruction; modeling; cooperative learning labs; independent reading and writing; prior knowledge activation

Activities

• Go to a window or (use your imagination) and observe an animal’s behavior (bird, squirrel, geese, ducks) for a few minutes. Record your observations, and write down one question about the animal’s behavior and one hypothesis that answer the question. Share your information with the class.

• Microviewer – Cells -Students will examine slides of the cells and study their descriptions. They will answer questions about each slide on their microviewer worksheets.

• Microviewer - Cell membrane- Students will examine slides of the cell membrane and study their descriptions. They will answer questions about each slide on their microviewer worksheets.

• Internet- Students will look at computer models of cells; learn the functions and the descriptions of the cells and their components. Complete the interactive computer activity. (cellsalive.com)

• Microviewer activity- Students will view slide on animal and plant mitosis. They will complete the accompanying worksheet.

• Microviewer activity - meiosis. Students will view slide meiosis. They will complete the accompanying worksheet.

• Watch video- Magic of the cell. Students will complete the video worksheet. • Video- Evolution of the Cell. Complete the video worksheet. • Video on Cell Division.

Experiences

• Describe and label equipment found in the science classroom. Students will practice using the thermometer, beam balance, beaker, hot plate, and graduated cylinder.

• Lab Activity- Using a compound microscope • Minilab 6.2 – Investigate the rate of diffusion p. 155 • Lab - Test for organic compounds. Complete the lab worksheet. • Lab- Compare the activity of an enzyme at different temperatures. • Predict which one are bases and/or acids. Test them to prove or disprove

answers. Explain their differences and similarities in the answers. Make a pH scale to show where each solution tested falls on the scale.

• Quick lab- Comparing surface cells -View plant and animal cell slides using the microscope.

• Demonstrate osmosis- Work in groups and complete the lab activity- Sad Salad


• Lab- Analyzing the effect of diffusion on cell size. Resources

Key Terms

adaptation, biology, energy, development, environment, evolution, growth, acid, homeostasis, organism, organization, reproduction, response, species, stimulus, control data, variable, experiment, hypothesis, safety symbol, scientific method, ethics, technology, atom, compounds, covalent, element, ionic bond, metabolism, nucleus, pH, solution, diffusion, hydrogen bond, base, polar molecule, dynamic, equilibrium, amino acid, lipid, cell, cell theory, compound microscope, eukaryote, nucleus, organelle, prokaryote, fluid mosaic model, phospholipid, plasma membrane, selective permeability, transport proteins, cell wall chlorophyll, chloroplast, chromatin, cilia, cytoplasm, carbohydrate, enzyme, nucleic acid, nucleotide, peptide bond, polymer, protein. cytoplast, cytoskeleton, endoplasmic reticulum, flagella, Golgi apparatus, lysosome, mitochondria, microtubule, nucleolus, plastid, ribosome, vacuole, active transport, endocytosis, exocytosis, facilitated diffusion, hypertonic solution, hypotonic solution, isotonic solution, osmosis, passive transport, anaphase, cell cycle, centriole, centromere, cytokinesis, tissue, interphase, metaphase, mitosis, organ, organ system, prophase, sister chromatid, spindle, telophase

Readings

Empower articles, textbook passages, supplemental readings

Supporting Text

• Glencoe Science: Biology – the dynamics of life. Chapters 1 & 6. • Glencoe Science: Biology – the dynamics of life. Chapters 7 & 8.

Supplemental Materials

• Microviewers- Cells, Cell Membrane, Mitosis, Meiosis.

Films

• Videos- Magic of the cell, Evolution of the cell, Cell division.

Teacher Resource Links

• Teacher Resources: Transparency Books, Reinforcement and Study Guide, Laboratory manual.

• Glencoe online learning: www.bdol.glencoe.com • One-stop Planner CD-ROM. • National Science Teachers Association online links: www.scilinks.org

Student Resource Links

• Glencoe online learning: www.bdol.glencoe.com

.

http://www.scilinks.org/


Unit 2 Matter and Energy Transformation

Unit Duration: 20 days Standards for Science 5.3.12B – Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms.

Overview/Rationale

• Understand that ATP is the most common energy source in a cell. The chloroplasts in plant cells and mitochondria in plant and animal cells help form ATP from other sources of energy.

• Recognize that organisms continuously interact with the biotic and abiotic factors of their environment. • Realize that changes are always occurring in the environment and organisms respond to changes through

adaptations that provide biological stability.


Standard(s) 5.3.12. B.1 - Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. 5.3.12.B.2 – Use mathematical formulas to justify the concept of an efficient. 5.3.12.B.3 – Predict what would happen to an ecosystem if an energy source was removed. 5.3.12.B.4 – Explain how environmental factors can affect photosynthesis as an energy storing process. 5.3.12.B.5 – Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular repiration. 5.1.12. B.1- Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. 5.1.12. B.3 - Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. 5.1.12. D.2 - Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. 5.1.12. D3 - Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.


8.1.A. The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.






Interdisciplinary Standard(s) ELA/Math CCSS.ELA-LITERACY.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

CCSS.MATH.CONTENT.HSS.MD.A.1 (+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.

Essential Question(s)

1. How might research into photosynthesis help scientists increase the amount of food that farmers are able to produce?






2. How can we use the products of photosynthesis to help reduce levels of harmful air pollutants? 3. How are cellular respiration and photosynthesis complementary processes? 4. How might the removal of vegetation affect oxygen levels in the atmosphere? Enduring Understandings

1. The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting,

releasing, and eliminating the matter and energy used to sustain the organism. 2. The energy for life primarily derives from the sun. 3. The distribution and abundance of organisms and populations in ecosystems are limited by the availability of matter

and energy and the ability of the ecosystems to recycle matter.





21s t Century Ski l ls T Global Awareness E Creativity and Innovation T Environmental Literacy A Critical Thinking and Problem Solving E Health Literacy E Communication Civic Literacy E Collaboration Financial, Economic, Business, and


Student Learning Targets/Objectives

• Identify important aspects of an organism’s environment. • Trace the flow of energy and nutrients in the living and nonliving worlds. • Explain why organisms need a constant supply of energy and where that energy comes from. • Identify how cells store and release ATP. • Describe the pathways by which cells obtain energy. • Describe why photosynthesis is important to life on Earth. • Compare ATP production in mitochondria and in chloroplasts. • Organisms get what they need to survive from their immediate environment. There they find food and shelter,

reproduce and interact with other organisms. It is important to understand how living things depend on their environments.

• Every cell in our body needs energy in order to function. The energy your cells store is the fuel for basic body functions such as walking and breathing.

Assessments

Performance Tasks: • Unit test and chapter tests • Do now questions • Class work • Memorizing and defining key terms


• Group discussions • Lab activities • Quizzes

Other Evidence: • Self-assessment in homework and quizzes. • Observations during small group activities. • Completing the assigned mini-projects.

Portfolio • Creating graphs samples • Interpreting graphs samples • Graphic organizers • Self reflections • Projects, posters • Writing drafts and finished work • Lab reports • Research reports • Rubrics • Pretests and posttests to be used for SGOs

Differentiated Activities

Enrichment

• Suppose you water a potted plant and place it by a window in an airtight jar. Predict when photosynthesis might occur over the next few days. Would you expect the pattern to change if the plant were left there for several weeks? Explain. Students will share their responses with each other.

ELL

• ELL: Modeling ATP and ADP – ATE p. 222

Intervention

• Inclusion- Have students diagram, label, and explain one or more of the following: a food web, water cycle, energy or biomass pyramid, or carbon cycle.



• Scaffolded Instruction • Modeling • Cooperative Learning- Labs • Independent Reading and Writing • Prior Knowledge Activation

Activities

• ELL: Modeling ATP and ADP – ATE p. 222 • Review the roles of the mitochondrion and the chloroplast. Draw and label the

parts of these structures. • Video/ DVD- Photosynthesis. • Suppose you water a potted plant and place it by a window in an airtight jar.

Predict when photosynthesis might occur over the next few days. Would you expect the pattern to change if the plant were left there for several weeks? Explain. Students will share their responses with each other.

• Microviewer activity- Photosynthesis. Students will examine slides showing the


process of photosynthesis, and then they will read the description in a text folder and complete the assigned worksheet.

• Minilabs: Detecting carbon dioxide Comparing carbon dioxide production. Analyzing photosynthesis

• Write a lab report on one of the labs completed. • Create a graphic organizer comparing photosynthesis and cellular respiration. • Biotic and Abiotic factors: Challenge activity ATE p.37. • Problem Solving Lab 2.2 p. 50 – Trophic level • Inclusion- Have students diagram, label, and explain one or more of the

following: a food web, water cycle, energy or biomass pyramid, or carbon cycle. • When the sun’s rays are blocked by a thick forest, clouds, or smoke from a large

fire, what effect do you think there will be on photosynthesis? How might it affect the levels of atmospheric carbon dioxide and oxygen? What experiments could scientists conduct in the laboratory to test your predictions?

Experiences

• Have students select an ecosystem with which they are familiar. Have them explain why their selection fits the term ecosystem. Students should describe the size of the site. They should list all the biotic and abiotic factors in their ecosystem. Photos, maps, and illustrations should be included and should have captions.

Resources

Key Terms

• Key terms for the unit: Abiotic factor, community, biosphere, biotic factor, commensalism, ecology, ecosystem, habitat, mutualism, niche, parasitism, population, symbiosis, autotroph, biomass, , heterotroph, trophic level, decomposer, food chain, food web, ADP, ATP, Calvin cycle, electron transport chain, light dependent reactions, NADP+, photolysis, pigment, photosynthesis, aerobic, fermentation, cellular respiration, citric acid cycle, glycolysis.

Readings

• Empower articles. Textbook passages, supplemental readings

Supporting Text

• Glencoe Science: Biology – the dynamics of life. Chapters 2 & 9.



Films

• Video/ DVD- Photosynthesis.


• National Science Teachers Association online links: www.scilinks.org • One-stop Planner CD-ROM.





Asbury Park School District Unit 3 Interdependence Unit Duration: 8 days Anchor Standard for Science Standard 5:3 All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.

• All animals and most plants depend on both other organisms and their environment to meet their basic needs. • Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms. • Stability in an ecosystem can be disrupted by natural or human interactions.

Overview/Rationale

• Understand that human activity either enhances or diminishes the survival of life on planet Earth. • Recognize how a variety of organisms interact to achieve dependency for survival in the environment. • Recognize the necessity of stability in an ecosystem. • Understand how stability is achieved by a group of organisms in a particular environment.

Standard(s)

5.3.12. B.1 - Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. 5.3.12. C.1 -Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. 5.4.12. G.4- Compare over time the impact of human activity on the cycling of matter and energy through ecosystems. 5.3.12. B.5 -Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration. 5.3.12. C.2 - Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations





8.1.D. Technological advancements create societal concerns regarding the practice of safe, legal, and

Interdisciplinary Standard(s)ELA / Math CCSS.MATH.CONTENT.HSS.MD.A.1 Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.

CCSS.ELA-LITERACY.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CCSS.ELA-LITERACY.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.

CCSS.ELA-LITERACY.RST.9-10.9 Compare and contrast findings presented in a text to those










21s t Century Ski l ls T Global Awareness E Creativity and Innovation T Environmental Literacy A Critical Thinking and Problem Solving Health Literacy T Communication Civic Literacy E Collaboration Financial, Economic, Business, and



• Interactions between organisms enable them theoretically to produce infinite populations.

ethical behaviors.



from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Essential Question(s) 1. How are organisms dependent on each other? 2. How does the number of organisms in one species affect the number of organisms in every other species in a given

environment? 3. How does the addition or removal of specific organisms in a given environment affect the cycles of materials in that

ecosystem? Enduring Understandings 1. The interaction of organisms in their environment enhances or diminishes their survival in that environment. 2. Human interaction and manipulation of the environment can alter the survival of organisms in their environment.


• Finite resources in an environment limit the ability of populations to reproduce infinitely. • Organisms both cooperate and compete in an ecosystem. • Interrelationships and interdependencies of organisms may generate stable ecosystems.

Assessments

Performance Tasks • Unit test • Skill Activities • Do Now Questions • Class Work • Memorizing and defining Key Terms • Group discussions • Lab Activities • Quizzes

Other Evidence: • Self-assessment in homework and quizzes. • Observations during small group activities. • Completion of the assigned mini-projects. • Real life experiment – students will be able to use the scientific method to solve everyday problems. They

will design an experiment to illustrate how they were able to solve a problem.

Portfolio

Students work as a community awareness group to evaluate a local environment for the purpose of determining if the environment is supplying an adequate amount of essential factors. A study is made of the interaction of plants and animals with the non-living environment and with humans. A determination is made as to whether humans are a positive or negative effect on this ecosystem. Any problems that exist are assessed. Possible solutions to the problems are developed. The help of local resources is sought. Public awareness of solutions is made possible using community resources.


Enrichment

• Illustrate carbon cycle using the school grounds for the illustration. • Students will select an ecosystem with which they are familiar. They will explain

why their selection fits the term ecosystem. Students should describe the size of the site of the ecosystem and list all the biotic and abiotic factors in their ecosystem. Photos, maps, and illustrations may be included and must have captions.

ELL

• Select an Ecosystem, describe size and site. List biotic and abiotic factors. Use photos, maps, and illustrations. ELL are encouraged to use a site from their country. Inclusion: Collect visual materials.

• Prepare a flow chart showing the sequence of changes that occur during succession of a pond into a hardwood forest. Inclusion: Draw appropriate arrows to connect changes. ELL: Find pictures or make illustrations of changes for the chart.

• Inclusion: Students will create their own food webs and food chains using


Intervention

pictures from magazines. • ELL: Species interactions: Ask students to collaborate on a collage of

photographs and words from magazines and newspapers that illustrate and describe each of the interactions between organisms. (Materials will be provided for students). Collages will be graded using a rubric and displayed in the classroom.

• Inclusion- Have students diagram, label, and explain one or more of the following: a food web, water cycle, energy or biomass pyramid, or carbon cycle.



Scaffolded Instruction Modeling

Cooperative Learning- Labs

Independent Reading and Writing

Prior Knowledge Activation

Activities

• Biotic and Abiotic factors: Challenge activity ATE p.37. • Problem Solving Lab 2.2 p. 50 – Trophic level

Experiences

-Research Nitrogen fertilizers.

Modern agriculture relies on the use of nitrogen rich fertilizers. Find out why these fertilizers are produced and what impact they have on the environment. Identify the pros and cons of nitrogen fertilizers. Does the bad outweigh the good? Identify ways farmers can aid modern agriculture without the use of nitrogen fertilizers. Create a power point presentation (minimum 10 slides) to inform the rest of your school mates.

Resources

Key Terms

• Key Terms for the Unit: Ecology, biosphere, abiotic factor, biotic factor, population, biological community, ecosystem, habitat, niche, symbiosis, commensalism, mutualism, parasitism, limiting factor, tolerance, succession, biomass, , heterotroph, trophic level, decomposer, food chain, food web,

Readings

• Empower articles, Textbook passages, and supplemental readings.

Supporting Text

• Glencoe Science: Biology – the dynamics of life. Chapters 2, 3


• Glencoe: MiniLab Worksheets • Glencoe: Transparency Worksheets • Glencoe: Reading Essentials for Biology • Glencoe: Section Focus Transparency


Films

• Ecology DVD, Understanding Ecosystems.



• Glencoe online learning: www.bdol.glencoe.com • National Science Teachers Association online links: www.scilinks.org • One-stop Planner CD-ROM.



Unit 4 Genetics Unit Duration: 40 days

Standards for Science



5.3.12D – Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction. 5.1.12.B – Generate Scientific Evidence Through Active Investigation: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. 5.1.12.D – Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. Overview/Rationale

• To understand that there is a chemical basis for heredity. • To understand why DNA can be used to identify an organism as unique from all other organisms. • To understand how DNA controls all aspects of cell activity and determines all structure in an organism. • To understand that there is a mechanism of cell division that determines sex in humans. • To illustrate patterns of inheritance using Punnett squares, pedigree charts, and karyotypes.

Standard(s) 5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence in different central scientific explanations 5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. 5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. 5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, casual/correlational relationships, and anomalous data. 5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. 5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. 5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences. 5.3.12.D.1 Explain the value and potential applications of genome projects. 5.3.12.D.2 Predict the potential impact on n organism (no impact, significant impact) given a change in a specific DNA code, and provide specific real world examples of conditions caused by mutations. 5.3.12.D.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization).




8.1.C. Digital tools and environments support the learning process and foster collaboration in solving local or global

Interdisciplinary Standard(s) (ELA; MATH) CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. CCSS.ELA-LITERACY.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. CCSS.ELA-LITERACY.RST.9-10.9






issues and problems.




Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. CCSS.MATH.CONTENT.HSS.MD.A.1 (+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.

Essential Question(s) 1. How is genetic information passed through generations? 2. How do we explain patterns of inheritance in organisms? 3. How do genes relate to chromosomes? 4. What means can we use to illustrate patterns of inheritance? 5. Can we explain why traits appear to be dominant and recessive? 6. Why is the process of meiosis important for sexual reproduction? 7. How is meiosis related to patterns of inheritance? 8. What does a pedigree express about inheritance? 9. Why are there more than two blood types in humans? 10. What do karyotypes indicate about inherited traits? Enduring Understandings 1. There are predictable patterns of inheritance 2. Variation within a species is related to its mode of reproduction (sexual or asexual) 3. DNA is a double-helical structure composed of units called nucleotides. 4. The sequence of bases in a DNA molecule ultimately determines structure and function in an organism. 5. DNA determines continuity in organisms by duplicating its code. 6. Traits in organisms are controlled by genes which are composed of DNA and located on chromosomes. 7. Chromosomes exist in pairs and are inherited independently in the process of meiosis which produces gametes in

sexually reproducing organisms. 8. We can express a pattern of inheritance for a single mating involving one or two pairs of genes with a punnett

square. 9. Family inheritance can be expressed using a pedigree chart.





21s t Century Ski l ls T Global Awareness E Creativity and Innovation



T Environmental Literacy A Critical Thinking and Problem Solving E Health Literacy E Communication Civic Literacy E Collaboration Financial, Economic, Business, and



• Predict the possible offspring of a genetic cross by using a Punnett square. • Make and interpret a pedigree chart. • Organize chromosomes into a karyotype. • Analyze how meiosis maintains a constant number of chromosomes within a species. • Analyze the pattern of sex-linked inheritance • Explain and illustrate complex patterns of inheritance. • Recognize that the instructions for specifying the characteristics of the organism are carried in DNA. • Explain how the chemical and structural properties of DNA allow for genetic information to be both encoded in

genes and replicated. • DNA is a large polymer formed from subunits of four kinds (adenine, guanine, cytosine, and thymine) • Identify the hereditary information is contained in genes, located in chromosomes of each cell, and each gene

carries a single unit of information. • Provide specific examples of how traits are determined by one or multiple genes in an individual. • Analyze impact of genome projects on human health or species of commercial importance. • Demonstrate through modeling how the sorting and recombination of genes in sexual reproduction has an effect

on variation in offspring (meiosis, fertilization). • How Mendel’s laws of heredity compare to one another. • How meiosis maintains a constant number of chromosomes within a species. • How meiosis provides genetic variation in organisms. • How to differentiate chromosomes by shape and size. • The genetic basis for human blood types. • That genes are segments of DNA molecules located in the chromosome of each cell. • DNA molecules contain information that determines a sequence of amino acids which result in specific proteins. • Sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations

in the offspring of any two parents. • Inserting , deleting, or substituting DNA segments can alter the genetic code. Assessments

• Unit Test • Skill Activities • Do Now Questions • Class Work • Memorizing and defining key terms • Group discussions • Lab Activities • Quizzes • Self-assessment in homework and quizzes. • Observations during small group activities. • Completion of the assigned mini-projects • Real life experiment – Students will be able to solve everyday problems. They will design an experiment to


illustrate how they were able to solve a problem. Portfolio

Have students take a survey of genetic traits for their class. Have students relate class findings to those of their family and/or ethnic group. Have students make a chart for the illustration. Have students determine the number of students with five fingers or six fingers on each hand, a cleft chin or no cleft chin, hanging earlobes or attached earlobes, a widow’s peak or no widow’s peak, a hitcher’s thumb or a straight thumb. Have students calculate the ratio of these traits within the class and compare the ratios to those expected. Use the internet to verify expected ratios in ethnic groups. Have them discuss why the ratios did or did not follow the rules of genetics. Make poster charts to illustrate expected versus class ratios along with illustrations of the traits.


Enrichment

• Make a bulletin board display of disorders caused by abnormal chromosomes, which result from nondisjunction.

• Have individual students research several human genetic disorders on the internet and report back to the class.

• Contact the March of Dimes for articles and pamphlets on various genetic disorders and post them on the bulletin board.

• Do internet research on the connection between chromosome 14, 19, and 21 and Alzheimer’s disease.

ELL

• Make a foldable to organize information about Mendel’s laws of heredity. • Illustrate meiosis using pipe cleaners or jelly beans. • Make a foldable to help students understand the symbols used in a pedigree.

Intervention

• Draw a concept map of Mendel’s monohybrid cross through the second generation.



Graphic organizers, labs utilizing scientific method, student observations, computer research, hands-on activities; scaffolded instruction; modeling; cooperative learning labs; independent reading and writing; prior knowledge activation

Activities

• Have students list the genotypes and phenotypes resulting from RrYy x RRyy and rrYy x RrYy

• Have individual students place Punnett squares on the chalkboard to demonstrate possible inheritance patterns of each human genetic disorder described in the text.

• Have students determine the phenotypes of offspring resulting from various crosses of white, checkered, and black roosters and hens.

• Using a pedigree outline of Queen Victoria’s family for hemophilia, have students record the sex chromosomes and alleles that each individual possesses for the trait.

Experiences

• Germinate mustard seeds with and without light to illustrate role of environment in gene expression.

• Using kit with synthetic materials, determine human blood genotypes.

Resources

Key Terms

Heredity, trait, genetics, gamete, fertilization, zygote, pollination, hybrid, allele, dominant, recessive, law of segregation, phenotype, genotype, homozygous, heterozygous, law of independent assortment, diploid, haploid, homologous chromosome, meiosis, sperm, egg, sexual reproduction, crossing over, genetic


recombination, nondisjunction, incomplete dominance, codominant allele, multiple allele, autosome, sex chromosome, sex-linked trait, polygenic inheritance, karyotype.

Readings

Empower articles, textbook passages, supplemental readings

Supporting Text

Glencoe: Reading Essentials for Biology Glencoe: Biology Textbook Chapter 10, 11, 12, 13


Glencoe: Section Focus Transparency Glencoe: Transparency Worksheets Glencoe: MiniLab Worksheets Microviewers

Films

DNA: The Secret of Life Genetics Video Pack



• Glencoe online learning: www.bdol.glencoe.com • One-stop Planner CD-ROM. • National Science Teachers Association online links: www.scilinks.org



Unit 5 Evolution Unit Duration: 34 days

Anchor Standard for Science 5.3.12.E – Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time. Overview/Rationale



• Recognize how heritable characteristics can strongly influence how likely an individual is to survive and reproduce. • Understand how evolution changes the genetic make-up of populations over time. • Understand how favored traits in populations result in species survival while less favorable traits may lead to

extinction.

Standard(s)

5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence in different central scientific explanations 5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. 5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. 5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, casual/correlational relationships, and anomalous data. 5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. 5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. 5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences. 5.3.12.E.1Account for the appearance of a novel trait that arose in a given population. 5.3.12.E.2 Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence). 5.3.12.E.3 Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil record, DNA, protein structures).

5.3.12.E.4 Account for the evolution of a species by citing specific evidence of biological mechanisms. Technology Standard(s)

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.





8.1.E. Effective use of digital tools assists in gathering and

Interdisciplinary Standard(s) • CCSS.ELA-LITERACY.RST.9-10.2

Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

CCSS.MATH.CONTENT.HSS.MD.A.1 (+) Define a random variable for a quantity of interest by






managing information.


assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.

Essential Question(s)

1. How does natural selection encourage encourage inter and intra-specific diversity over time? 2. How does the occurrence of new traits in a population effect the survival of the population? 3. Is evolution observable or testable? 4. Are the millions of species on Earth today related by common ancestry? 5. What factors are at work in the process of evolution on the Earth today? 6. How are evolutionary relationships determined?

Enduring Understandings

1. The diversity and changing of life forms over many generations is the result of natural selection. 2. Organisms with advantageous traits survive, reproduce, and pass those traits to offspring. 3. Change in a population results from the survival of a few individuals that preferentially reproduce, not from the

gradual change of all individuals in the population. 4. Understanding classification helps you study organisms and their evolutionary relationships.





21s t Century Ski l ls T Global Awareness E Creativity and Innovation E Environmental Literacy A Critical Thinking and Problem Solving Health Literacy E Communication Civic Literacy E Collaboration Financial, Economic, Business, and



• Summarize Darwin’s theory of evolution. • Explain how the structural and physiological adaptations of organisms relate to natural selection. • Distinguish among the types of evidence for evolution. • Summarize the effects of different types of natural selection on gene pools. • Relate changes in genetic equilibrium to mechanisms of speciation.


• Explain the role of natural selection in convergent and divergent evolution. • Analyze the theory of evolution. • Compare and contrast the processes of evolution. • Identify and compare various methods of classification • Describe how evolutionary relationships are determined. • Explain how new traits result from new combinations of existing genes or from mutations of genes in reproductive

cells within a population. • Describe natural selection as a mechanism of change in populations. • Defend the concept that evolution can occur only when a population’s genetic equilibrium changes. • Compare and contrast the many patterns of evolution in nature. • Explain how genetic drift occurs when alleles change in small populations become separated. • Explain why evolution is the key concept for understanding biology.

Assessments

Performance Tasks: • Unit test and chapter tests • Do now questions • Class work • Memorizing and defining key terms • Group discussions • Lab activities • Quizzes

Other Evidence: • Self-assessment in homework and quizzes. • Observations during small group activities. • Completing the assigned mini-projects.

Portfolio

• Creating graphs samples • Interpreting graphs samples • Graphic organizers • Self reflections • Projects, posters • Writing drafts and finished work • Lab reports • Research reports • Rubrics • Pretests and posttests to be used for SGOs


Enrichment

• Internet search for antibiotic resistant bacteria. Explain how the bacteria became resistant and what can be done to fight disease caused by such bacteria. Project suggested on p. 400.

ELL

• ELL: p. 407: Have students give an oral presentation of the information on the Neutral Theory of Evolution.

• Inclusion and ELL: Have students identify homologous structures in wings of


turkey, chicken, duck, and guinea hen. Mount on display board, identify, and indicate the function of each.

Intervention

• Make a foldable to help students analyze and critique evidence supporting the theory of evolution, p. 393.

• Inclusion and ELL: Have students identify homologous structures in wings of turkey, chicken, duck, and guinea hen. Mount on display board, identify, and indicate the function of each.



• Graphic organizers, labs utilizing scientific method, student observations, computer research, hands-on activities; scaffolded instruction; modeling; cooperative learning labs; independent reading and writing; prior knowledge activation

Activities

• Make a foldable to help students analyze and critique evidence supporting the theory of evolution, p. 393.

• Problem-Solving Lab 15.1, p. 397: Peppered Moth example of natural selection. • MiniLab 15.1 p. 398: Camouflage Models. • Internet search for antibiotic resistant bacteria. Explain how the bacteria

became resistant and what can be done to fight disease caused by such bacteria. Project suggested on p. 400.

• Illustrate the fossil sequence of camels, horses, elephants, to show evolutionary change. Use internet for research.

• Inclusion and ELL: Have students identify homologous structures in wings of turkey, chicken, duck, and guinea hen. Mount on display board, identify, and indicate the function of each.

• Model of allelic frequency, p. 405: Mix beans as directed and calculate phenotype frequencies as described.

• ELL: p. 407: Have students give an oral presentation of the information on the Neutral Theory of Evolution.

• P. 407: MiniLab 15.2 Variation in Peanut Shells. • Bacterial Resistance Lab, p. 408 • Use a poster to illustrate each student’s individual niche. Show places and

indicate activities. • Make a concept map to demonstrate how natural selection acts on the

variation of a trait, p. 413. • Make a foldable to summarize and sequence the classification systems, p. 443. • MiniLab 17.1, p. 446: Using a dichotomous key in a field investigation. • Problem-Solving Lab 17.1, p. 447: Is the Red Wolf a separate species?

Experiences

• Provide goldfish bowls with feeder goldfish and fancy goldfish. Students are to speculate how the fancier variety of goldfish has evolved from the one found in nature. Research varieties of goldfish, collect or draw pictures of goldfish and place on display board to indicate how selective breeding has produced the fancier fish. Work in groups. Each group will do a presentation to the class. Other examples of selective breeding such as breeds of dogs can be used by individual groups.


Resources

Key Terms

• Evolution, artificial selection, natural selection, mimicry, camouflage, homologous structure, analogous structure, vestigial structure, embryo, gene pool, allelic frequency, genetic equilibrium, genetic drift, stabilizing selection, directional selection, disruptive selection, speciation, geographic isolation, reproductive isolation, polyploid, gradualism, punctuated equilibrium, adaptive radiation, divergent evolution, convergent evolution.

Readings

• Empower articles • Textbook passages • Supplemental readings

Supporting Text

• Glencoe: Biology Textbook


• Glencoe: MiniLab Worksheets • Glencoe: Transparency Worksheets • Glencoe: Reading Essentials for Biology • Glencoe: Section Focus Transparency • Microviewers

Films

• Video/DVD: Evidence for Evolution


• National Science Teachers Association online links: www.scilinks.org • One -stop Planner CD-ROM.

StudentResource Links




Scope and Sequence Overview:

1 2 3 4 5 6 7 8 9

Unit 1

10 11 12 13 14 15 16 17 18

Unit 2

19 20 21 22 23 24 25 26 27

Unit 3 Unit 4

28 29 30 31 32 33 34 35 36

Unit 5 Unit 6

Submitted by: _____________Tyniesha Douglas_______________________ Date: June 10, 2014

Curriculum and Instruction Administration: Approved Date: _____June 10, 2014________________

Board of Education: Approved Date: ____June 24, 2014_________________

Documents

Biology Curriculum.pdf