Biology Syllabus - Newcastle · PDF file... fill out cell theory tree map; differentiate between prokaryote and ... DNA isolation of cheek cells lab (or strawberry, banana, onion)

Biology Syllabus

First 9 Weeks

Biochemistry 10 days Cells: structure and function 20 days cell theory Cells: energy 15 days

Second 9 Weeks

Bacteria vs. Virus 15 days germ theory Cell cycle: replication/mitosis 10 days replication theory Making Proteins 10 days DNA theory

Third 9 Weeks

Genetics: Mendel & meiosis 15 days Laws of Heredity Natural Selection & Evolutionary Mech. 15 days theory of evolution Ecosystems 15 days

Fourth 9 Weeks

Taxonomy 15 days Energy in an Ecosystem 10 days Human Systems 10 days Plant Systems 10 days

End of Course Exam

Biology Yearly Lessons at a Glance Sherri Blassingame Newcastle ISD Created: Summer 2010

I. Biochemistry

TEKS: 1(A) demonstrate safe practices during laboratory and field investigations; and 1(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. 3(E) evaluate models according to their limitations in representing biological objects or events; 9(A) compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids; 9(C) identify and investigate the role of enzymes; 9(D) analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life.

Day 1: Class intro, books, rules; biochem pretest; lab safety contract; predict and present pie charts of elements found in Earth crust, air, human body, universe. Day 2: Show body elements again; draw atomic structures of each (C, H, O, and N); describe bonding and main uses; present PT for biology poster and id groups. [Biotoxin, inert, nutrient, trace, organic] Day 3: Tree map of bonding types revealed [covalent, ionic]; connect main elements with covalent bond and dissolved metals with ionic and water. Day 4: Handout MMs discuss it being an example of all biomolecules. Begin tree map info for all four biomolecules-carbohydrates, lipids, proteins, nucleic acids; list elements, monomers, function and examples; double bubble; [biomolecule (macromolecule), mers, function] 9A Day 5: Day 2 of above lesson; second double bubble; re-teach p 29. 9D Day 6: Biomolecule magnet card game; snickers worksheet; class double bubble; lab prep Day 7: Test for organic compounds lab. 1A Day 8: Enzymes matchmaker analogy; toothpick engage activity 3E; RM1-2 reaction rate of toothpickase (second time with change); rdg assignment RM3. [enzyme, metabolism, catabolism, anabolism, substrate, active site, activation energy] 9C Day 9: The role of enzymes lab (& temp/pH); practice work RM 6. 1B Day 10/11: review and test


II. Cells: structure and function TAKS: 2(C) know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed; 2(E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology; 4(A) compare and contrast prokaryotic and eukaryotic cells; 4(B) investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; 9(B) compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter; 5(B) examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium; 7(G) analyze and evaluate scientific explanations concerning the complexity of the cell.

Day 1: Glue monster engage activity to identify lifelike qualities; living/nonliving PP; students create lists of qualifications for life – define life; cell theory history game-put cards in chronological order. 2C Day 2: various cell pics PP – microscope types tree map (compound light, sem, tem); microscope pic diagram labeling and overview of microscope; double bubble clm/em. Day 3: microscope quiz; use of clm lab7.1 and 7.2. Day 4: fill out cell theory tree map; differentiate between prokaryote and eukaryote in double bubble form; go over cell organelles in chart format– id structure/function of organelles via www.cellsalive.com; hand out cell model project instructions and rubric. [synthesis] 4A Day 5: second day of organelle instruction; differentiate between plant and animal cells; p 49 reinforcement. 4B Day 6: plant/animal cell microscope lab; prep eggs for diffusion lab. Day 7: cell structure chart in pairs; differentiate types of cells PP (specialized cells); comparing cells performance indicator. 5B Day 8: go over analogies from day 7; predict and id structure and function of specialized cells – root, stem, leaves, blood, epithelium, muscle; smelly balloon engage activity. 7G Day 9: use model from day 8 to introduce plasma membrane function – detail membrane parts. Day 10: plasma membrane challenge. [homeostasis, phospholipid bilayer, fluid mosaic model] Day 11: swirling gases lab & cell membrane simulation p 79; prep for plasma membrane create your own lab. 2E Day 12: plasma membrane lab write-up. Day 13: present cell models.

http://www.cellsalive.com/

Day 14: tree map types of transport through membranes; p 99 BC osmosis; [diffusion, osmosis, facilitated diffusion, ion pump, phagocytosis, pinocytosis] Day 15: tree map solution types [isotonic, hypotonic, hypertonic]; practice showing movement of molecules. Day 16: match cards of types of transport and solutions; prep for osmosis egg lab. Day 17: collect day 1 data for egg lab and sad salad lab; discuss the process of reverse osmosis. Day 18: Collect day 2 data; write conclusion. Day 19/20: review and test cell theory, microscopes, pro/euk, cells/organelles, memb, transport


III. Energy in Cells TAKS: 3 (C) draw inferences based on data related to promotional materials for products and services; 9(B) compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter;

Day 1: flaming pecan engage activity- discuss biomolecules, total energy, need for energy; [metabolism, catabolism, anabolism, ATP, ADP, dehydration synthesis, hydrolysis]; draw ATP, predict main energy source in molecule; write reaction p141; p 127 reinforcement; give preAP commercial assignment Day 2: solar cell decomposition of water demo; go over main equation of photosynthesis; RM7 modeling the process of photosynthesis. Day 3: RM1-6 lab stations – photosynthesis. Day 4: go over steps of photosynthesis; flow map. Day 5: chromatography lab Day 6: RM 8-9 modeling the process of respiration. Day 7: go over steps of respiration; flow map; set up respiration in roots lab. Day 8: RM 11 lab snails & sprigs experiment; RM 10 compare photo/respiration; check root lab. 9B Day 9: Juvenon add compared to other anti-aging advertisements; check sprig n snail lab. 3C Day 10: prep fermentation lab; go over fermentation types [lactic acid fermentation, alcohol fermentation]; check lab. Day 11 & 12: review and test – cellular energy, ATP, photosynthesis, respiration, fermentation.

End of first nine weeks grading period!


IV. Bacteria vs. Virus TEKS: 2(D) distinguish between scientific hypotheses and scientific theories; 4(C) compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza. 11(C) summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems;

Day 1: p 16 some bacterial diseases engage activity – diagnosing diseases; review pro/euk: structural differences, gram +/-, reproduction. [binary fission, conjugation, pilus] Day 2: summarize role of bacteria in maintaining organisms and environment – food, sewer, medical, nitrification. 11C Day 3: make yogurt or cheese. Day 4: historical perspective of germ theory pp; create timeline. 2D Day 5: typhoid Mary story; define epidemiologist; tracking a plague activity. Day 6: discover types of vaccines w/examples of diseases; tree map. Day 7: www.cellsalive.com size comparison; virus structure, reproductive cycles [lytic & lysogenic cycles]; double bubble virus/bacteria; view pp. 4C Day 8: HIV discovery – structure, reproduction, symptoms, helper T cells. Day 9: sexually transmitted diseases activity. Day 10: hepatitis spreading activity. Day 11/12: wanted posters of student choice bacteria and virus – test grade. preAP create virus and bacteria. Day 13/14: review and test: bacteria, virus, immunology.

http://www.cellsalive.com/


V. Cell Cycle: DNA Replication & Mitosis TEKS: 3 (F) research and describe the history of biology and contributions of scientists. 5(A) describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms; 6(A)(a) identify components of DNA, 5(D) recognize that disruptions of the cell cycle lead to diseases such as cancer. 5(C) describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation;

Day 1: DNA isolation of cheek cells lab (or strawberry, banana, onion). Day 2: create model of DNA nucleotide w/chem. Model set; create paper model of DNA strands. 6A Day 3: watch DNA replication video (HHMI video); make flow map of replication. 5A Day 4: DNA/genetics history; discuss differences between hypothesis and theory; replication theory time line. 3A Day 5: the need for mitosis engage activity (human cell model); calculate surface area to volume ratio; go over the big picture of cell cycle. Day 6: illustrate stages in mitosis; flow map of cell cycle on the “time line”; id stages on internet slide of onion skin. Day 7: mitosis cards; mitosis picture to id stages; onion root lab with questions. Day 8: “How does environment affect mitosis?” lab Day 9: when mitosis goes wrong – cancer [tumor, benign, malignant, carcinogen, caner, radiation]. 5D Day 10: card game levels of organization with picture examples [cell, tissue, organ, system, organism]; flow map levels of organization; discuss stem cells and DNA in determining cell type. 5C Day 11/12: review and test: DNA structure, replication, mitosis, cancer.


VI. Making Proteins TEKS: 6(C) explain the purpose and process of transcription and translation using models of DNA and RNA; 6(A)(b) describe how information for specifying the traits of an organism is carried in the DNA; 6(D) recognize that gene expression is a regulated process; 6(B) recognize that components that make up the genetic code are common to all organisms; 6(E) identify and illustrate changes in DNA and evaluate the significance of these changes;

Day 1: unscrambling code; put together, id, and compare ATP, DNA, RNA; tree map. Day 2: go over steps of translation, transcription, video. preAP assignment given; TT card unscramble and write flow map. 6A Day 3: DNA to protein “words” activity; p 39 as a class; p 63 and 67 wkst. 6C Day 4: DNA sequencing lab – intro to electrophoresis Day 5: highlight diseases that show gene regulation problems. 6D Day 6: Question what DNA is in all our different cells, what DNA is in different organisms; what happens when DNA is changed [mutation, mutagen, gene regulation, enzymes]. 6B Day 7: list and describe types of mutations: gene and chromosome mutations, p 41 wkst; give examples. 6E Day 8: review and test: making proteins, mutations

End of first semester grading period!


VII. Genetics TEKS: 3(D) evaluate the impact of scientific research on society and the environment; 6(G) recognize the significance of meiosis to sexual reproduction; 6(F) predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance; 6(H) describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms.

Day 1: looking at pollen lab; compare germ cells and somatic cells; compare processes of mitosis and meiosis [asexual, sexual reproduction, somatic, germ cells]. Day 2: meiosis pipe cleaner or clay activity [crossing over, nondisjunction] Day 3: meiosis sequencing cards; meiosis with different alleles; making babies activity to determine function of meiosis; p 11 – 12 mitosis/meiosis double bubble; 6G Day 4: genetics case studies 1 – 10 with questions. Day 5: Mendel history with vocab and Laws [alleles, genes, homozygous, heterozygous, phenotype, genotype, monohybrid, dihybrid cross]. Day 6: practice Punnett squares (mono and dihybrid) with bag babies (proving the %); p 9-10 reinforcement. 6F Day 7: How a dragon gets its wings activity. Day 8: Punnett square quiz; intro to pedigrees p 103; practice reading pedigrees. Day 9: describing non-Mendelian inheritance with examples; create offspring using non-Mendelian heredity [co-dominance, incomplete dominance, polygenic inheritance, multiple alleles]. Day 10: pedigree wkst with non-Mendelian inheritance; p 98 problem solving wkst. Day 11: Intro to karyotype via www.gglc.genetics.utah.edu; genetic abnormalities slides. 6H Day 12: How can karyotype analysis detect genetic disorders? Lab activity. Day 13: describe new techniques to study genomes; discuss human genome project via website; handout issues and decisions for each student. 3D

http://www.gglc.genetics.utah.edu/

Day 14/15: review and test


VIII. Evolution TEKS: 2(B) know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; 3(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 7(A) analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental; 7(C) analyze and evaluate how natural selection produces change in populations, not individuals; 7(D) analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success; 7(E) analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species; 7(B) analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record; 7(F) analyze and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination;

Day 1: Darwin’s quote about natural selection; define natural selection; cell phone evolution engage activity; define what evolution is and is not; Darwin [natural selection, evolution, species, speciation] Day 2: “the story of MRSA”; discuss “super bugs”; p 37-38 reinforcement. 7C Day 3: RM 6-10 evidence for evolution stations [fossils, index fossil, biogeography, homology]. 7A Day 4: RM 11 evidence for evolution concept map via http://evolution.berkley.edu/evolibrary/home.php 2B

http://evolution.berkley.edu/evolibrary/home.php

Day 5: show cladograms and how they work; vertebrate cladogram RM 12 – 13; great clade race activity. 7D Day 6: allelic frequencies and sickle cell anemia activity (modeling natural selection). 7E Day 7: Ken Ham video on creation; writing assignment: compare theories of creation and evolution. Conclude which one, both or neither should be taught in school. 3A Day 8: show pics of fossils; define and classify types of fossils. Day 9: make 2 kinds of fossils; label ages of fossil record on example. Day 10: go over fossil records – define stasis, index fossil. 7B Day 11: analyze effects of evolutionary mechanisms [genetic drift, gene flow, mutation, recombination]. 7F Day 12/13: review and test.


IX. Ecology TEKS: 11(D) describe how events and processes that occur during ecological succession can change populations and species diversity. 11(B) investigate and analyze how organisms, populations, and communities respond to external factors; 12(F) describe how environmental change can impact ecosystem stability. 12(D) recognize that long-term survival of species is dependent on changing resource bases that are limited;

Day 1: looking at lichens activity; define pioneer species; id steps in primary succession. Day 2: visual flow map of primary succession; id steps in secondary succession; double bubble both successions; p 53. 11D Day 3: reinforcement p 45 – 46 – succession; p 55 “surviving environmental changes” with questions. Day 4: “doubling time” p 74; “how can you determine the size of an animal population?” p 75 – modeling measuring an animal population. Day 5: “how does the environment affect and eagle population?” activity p 15. 11B Day 6: “the lesson of the Kaibab” p 29. Day 7: “the great Australian rabbit disaster” activity; concept map – population control p 85 Day 8: reinforcement p 77, 78. Day 9/10: biome bag activity. 12D Day 11: id, compare habitat loss, fragmentation, degradation; start germination lab. Day 12: “a future zoo” highlighting the pros and cons of reintroducing a species. Day 13: “making changes for the better” wkst. 12F Day 14: acid precipitation lab activity; finish germination lab.

Day 15/16: review and test

End of third nine weeks grading period!


X. Taxonomy TEKS: (8) Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. The student is expected to: (A) define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community; (B) categorize organisms using a hierarchical classification system based on similarities and differences shared among groups; and (C) compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals.

Day 1: classify ring tones (music); discuss reasons, crossing groups, need for committee of scientific nomenclature: Linnaeus, Latin, binomial nomenclature. 8A Day 2: bobcat vs lynx classification; place classes in upside down triangle; levels for class wkst p 105, 106 reinforcement. Day 3: finding lilies in botany dichotomous key; reading an insect key; construction a DK of leaves as a class. Day 4: read a shark DK. 8B Day 5: making a DK in pairs p 461 of text – insects (copy and cut out each insect). Day 6: DK quiz using fresh made keys from yesterday; start bread mold lab. Day 7: “comparing characteristics of organisms” stations – inductive lesson determining features of each kingdom.

Day 8: as a class, use previous station activity to fill out kingdom chart; discuss cool samples of each. 8C Day 9: “which kingdom?” activity. Day 10: learn to read fan diagram; use cladogram to show relationships p 100 & 114. Day 11: feeding paramecia and study protozoa microscope lab. Day 12: are free mushrooms worth the price? – issues and decisions reading. Day 13/14: review and test.


XI. Energy in Ecosystems TEKS: 12(A) interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms; 12(C) analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids; 12(E) describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles;

Day 1: start seed tolerance lab; define biotic and Abiotic with vocab square; depict levels of organization in an ecosystem [organism, population, community, ecosystem, biome, biosphere, habitat, niche] Day 2: symbiosis cards – create working definition of each symbiotic relationship with examples; practice work p 9 -10; assign real relationship to each type of symbiosis [symbiosis, mutualism, commensalism, parasitism, predation]. 12A Day 3: check seed lab; read “how cowbird affects songbird”; burn cashew engage activity with questions and pre/post masses; discuss energy and matter. Day 4: RM 1-5 food chain/web vocab/pic cards in groups; as a class make, food chain/web with magnet cards [tropic level, producer, autotroph, consumer, heterotroph, herbivore, carnivore, omnivore, scavenger, decomposer, detritus]. 12C Day 5: RM 6-9 – groups make food chain/web; check seed lab.

Day 6: RM 10-11 – create and examine ecological pyramids; calculate energy quantities through pyramid; show biomass pyramids from TAKS prep book. Day 7: nitrogen cycle game and poster in groups. 12E Day 8: as a class, go over carbon cycle; create possible flow maps via posters. Day 9/10: review and test.


XII. Human Systems TEKS: 10(A) describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals; 10(C) analyze the levels of organization in biological systems and relate the levels to each other and to the whole system. 11(A) describe the role of internal feedback mechanisms in the maintenance of homeostasis;

Day 1: “the first kiss” – systems working together; relate for each system we will cover: function, cells to organs, feedback mechanisms; digestive system; hunger pang feedback. *Show cell and tissue slides for each system. Day 2: circulatory/respiratory systems; acid/base feedback. 10C Day 3: lymphatic/immune systems. Day 4: integumentary/muscle/skeletal systems; calcium feedback, melanin feedback. 11A Day 5: nervous/endocrine/reproductive systems; insulin and labor feedbacks. Day 6: connecting systems cards; write examples of activities and discuss systems at work. 10A Day 7/8: review and test.


XIII. Plant Systems TEKS: 10(B) describe the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants; and 10(C) analyze the levels of organization in biological systems and relate the levels to each other and to the whole system.

Day 1: celery in colored water activity; tree map cell types [parenchyma, collenchyma, schlerinchyma]; structure, function, where found, pics, examples. Day 2: tree map tissue types [dermal, ground, vascular, meristematic]; function, location, cell type, examples. 10C Day 3: microscope lab – id cell types, tissue type, organ type for root, stem, leaf. Day 4: go over root and stem structure and function (cell and tissue types) from lab (day 3); diagram and label leaf structure with stomata in arid and humid conditions; practice work. 10B Day 5: start germination lab; asexual planting activity; germinating seed dissection; start gravitropism and phototropism lab. Day 6: go over flower function and parts; flower dissection; fruit formation labeled. Day 7: compare alternations of generations for angiosperm, gymnosperm, fern and moss. Day 8: review cards – concept map; tree map hormones and plant responses – check lab

Day 9/10: review and test.

Prepare for the Biology end of course exam.

Documents

Biology Syllabus - Newcastle · PDF file... fill out cell theory tree map; differentiate between prokaryote and ... DNA isolation of cheek cells lab (or strawberry, banana, onion)