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Secondary Science: Curriculum Map for Biology
Second Nine Weeks
Page 1 of 12 2013-2014
State Standard Embedded Standard Outcomes SPIs Adopted Resources Core Ideas
Unit 2.1 Principles of Evolution and Classification – 4 Weeks
CLE 3210.5.3 Explain
how genetic variation in a
population and changing
environmental conditions
are associated with
adaptations and the
emergence of a new
species.
CLE 3210.T/E. 1 – Explore the impact of technology on social, political, and economic systems CLE 3210.T/E. 4 – Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems
Summarize the supporting evidence for the theory of evolution. Explain how genetic variation in a population and changing environmental conditions are associated with adaptation and the emergence of new species. Explain how natural
selection operates in
the development of a
new species.
.
SPI 3210.5.3 Recognize the
relationships among
environmental change,
genetic variation, natural
selection, and the
emergence of a new
species.
Glencoe – Chapters 15 pgs. 431- 449 Assessments, SE Chapters 15 Data Analysis p 435, 441 BioLab TE p. 443 Glencoe Evolution Online Biology Corner-Evolution Evolution review.pdf Evolution Test Human Evolution Prentice Hall Chapter 16 - pages 397-410 Text Sect 16-2, 16-3 Activities/Labs TE: *Build Science Skills, p269 SE: *QuickLab, p398 LMB: Ch 16
NGSS Practices . 7. Engaging in argument from evidence. 8. Obtaining, evaluating, and communicating information
Secondary Science: Curriculum Map for Biology
Second Nine Weeks
Page 2 of 12 2013-2014
State Standard Embedded Standard Outcomes SPIs Adopted Resources Core Ideas
CLE 3210.5.5 Explain
how evolution contributes
to the amount of
biodiversity.
CLE 3210.Math. 2 – Utilize appropriate mathematical equations and processes to understand biological concepts
Analyze a variety of
models, samples, or
diagrams to
demonstrate the genetic
relatedness of
organisms.
Explain how Charles Darwin’s theory of evolution by natural selection explains how organisms have changed over time.
Describe the
relationship between
the amount of
biodiversity and the
ability of a population to
adapt to a changing
environment.
SPI 3210.5.5 Apply
evidence from the fossil
record, comparative
anatomy, amino acid
sequences, and DNA
structure that support
modern classification
systems.
Glencoe - Chapter 15 – pgs. 415 – 449 Data Analysis TE p 435. Formative Assessment, TE pp 430 BioLab – “Can Scientists Model Natural Selection” TE p. 443 Prentice Hall Chapter 16 pages 393-396 Text Sect 16-1, 16-2: 393-396 Activities/Labs TE: Build Science Skills: 392, 400 SE: *Inq Act, p392 *Exploration, p411 *QuickLab, p398 Gizmos: Half-Life
NGSS Practices 3. Planning and carrying out investigations. 8. Obtaining, evaluating, and communicating information.
Secondary Science: Curriculum Map for Biology
Second Nine Weeks
Page 3 of 12 2013-2014
State Standard Embedded Standard Outcomes SPIs Adopted Resources Core Ideas
CLE 3210.5.6 Explore the
evolutionary basis of
modern classification
systems.
CLE 3210.5.2 Analyze the
relationship between form
and function in living
things.
CLE3210.Inq. 5 – Compare experimental evidence and conclusions with those drawn by others about the same testable question.
Explore the evolutionary basis of modern classification systems. Use a dichotomous key to identify an unknown organism.
.
SPI 3210.5.6 Infer
relatedness among different
organisms using modern
classification systems.
SPI 3210.5.2 Recognize the
relationship between form
and function in living things.
Glencoe – Chapter 17 – 482 – 511 Assessments, SE Chapter 17 Fast File and Technology Resources, TE p. 482B Skill Practice, TE p. 496 Data Analysis Lab 17.1-“Draw a Conclusion” TE p. 494 MiniLab 17.1 – “Develop a Dichotomous Key” TE p. 488 Formative Assessment TE p. 489 Prentice Hall Chapter 18 pages 447-461 Text Chp 18, Sections 1-3: 447-461 Activities/Labs TE: *Demo: 449, 451, 460 *Build Science Skills: 392, 400 SE: *Inq Act, p446 *QuickLab, p453 LMA and LMB: Chp 18 IF: Investigation 5 Similarites of LIving Things
.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, and energy). NGSS Practices 2. Developing and using models. 4. Analyzing and interpreting data.
Secondary Science: Curriculum Map for Biology
Second Nine Weeks
Page 4 of 12 2013-2014
State Standard Embedded Standard Outcomes SPIs Adopted Resources Core Ideas
NOTES.pdf Glencoe Chapter 15 pp. 423-441 Prentice Hall Chapter 11 pp. 267-269 Fossils Activity Cladograms Gizmos: Dichotomous Keys
Unit 2.2 Biochemistry and Cells – 5 Weeks
CLE 3210.1.2 Distinguish
among the structure and
function of the four major
organic macromolecules
found in living things.
CLE 3210.Inq.3 Use appropriate tools and technology to collect precise and accurate data. CLE 3210.Inq.4 Apply qualitative and quantitative measures to analyze data and draw conclusions that are free of bias. CLE 3210.Inq.6 Communicate and defend scientific findings.
Describe the structure and function of lipids, carbohydrates, and proteins. Conduct tests to detect
the presence of
proteins, carbohydrates,
and lipids.
SPI 3210.1.3 Distinguish
among proteins,
carbohydrates, lipids, and
nucleic acids.
Glencoe - Chapter 6 – pgs. 166 – 179 Study Tip, “Double Entry Notes”, p. 167. Fast File and Technology Resources, TE p. 146B Lab Analysis, “Bendict and Bireut Tests Quizlet-Macromolecules Macromolecules Activity and Notes Macromolecules PPT 4 Types of Proteins in Biology Carbohydrates
NGSS Practice 4. Analyzing and interpreting data.
Secondary Science: Curriculum Map for Biology
Second Nine Weeks
Page 5 of 12 2013-2014
State Standard Embedded Standard Outcomes SPIs Adopted Resources Core Ideas
Lipids Proteins Prentice Hall Chapter 7 pages 174-181 Text Sect 7-2: 174-181 Activities/Labs TE: Build Science Skills, pp 174 & 178 SE: QuickLab, p 180 Properties of Biomolecules
Biomolecules Learning Activity
Animated Biomolecules
Tutorials
Pearson: Classes of
Biomolecules
LessonPlanet Lesson Plans:
Biomolecules
Gizmos: Identifying Nutrients
Secondary Science: Curriculum Map for Biology
Second Nine Weeks
Page 6 of 12 2013-2014
State Standard Embedded Standard Outcomes SPIs Adopted Resources Core Ideas
CLE 3210.1.3 Describe
how enzymes regulate
chemical reactions in the
body.
CLE 3210.Inq. 3 – Use appropriate tools and technology to collect precise and accurate data. CLE 3210.Math. 2 – Utilize appropriate mathematical equations and processes to understand biological concepts.
Design a model that
illustrates enzyme
function.
SPI 3210.1.5 Identify how
enzymes control chemical
reactions in the body.
Glencoe – Chapter 6 – pgs 159 – 173 Fast File and Technology Resources, TE p. 146B Prentice Hall Chapter 2 section 2-4 Text Sect 2-4
Activities/Labs
TE: *Demo, p49
Building Science Skills, p52 SE: Analyzing Data, p51 Design an Experiment, pp 54-55 Probeware Lab Manual: student activities Lab Wksheets: Chp 2 Transparency/Media Tex-CD: 2-4 iText: Sect 2-4 PE: Sect 2-4 ABC DVD: 4 Enzymatic Reactions VL: Lab 1 Chem4kids Enzyme Animation
CCSS.Math.Practice.MP4 Model with mathematics. NGSS Practice 4. Analyzing and interpreting data.
Secondary Science: Curriculum Map for Biology
Second Nine Weeks
Page 7 of 12 2013-2014
State Standard Embedded Standard Outcomes SPIs Adopted Resources Core Ideas
CLE 3210.1.1 Compare
the structure and function
of cellular organelles in
both prokaryotic and
eukaryotic cells.
Investigate cells using a
compound microscope.
Construct a model of a
prokaryotic or
eukaryotic cell.
SPI 3210.1.1 Identify the
cellular organelles
associated with major cell
processes.
SPI 3210.1.2 Distinguish
between prokaryotic and
eukaryotic cells.
Glencoe – Chapter 7 – pgs 180 – 215
Fast File and Technology Resources, TE p. 180B Data Analysis, 7.2 p. 194 Cells Alive Quizlet-Cells and Organelles Practice Cell_structure_function.ppt Cell Worksheet Biology Junction Cell Unit Prentice Hall Chapter 7 pages 169-173 Activities/Labs SE: Inq lab, p 168 Gizmos: Cell Structure
NGSS Practice 8. Obtaining, evaluating, and communicating information.
Secondary Science: Curriculum Map for Biology
Second Nine Weeks
Page 8 of 12 2013-2014
State Standard Embedded Standard Outcomes SPIs Adopted Resources Core Ideas
CLE 3210.1.5 Compare
different models to explain
the movement of
materials into and out of
cells.
CLE 3210.Math. 1 – Understand the mathematical principles associated with the science of biology.
Design and conduct an
experiment to
investigate the effect of
various solute
concentrations on water
movement in cells.
Analyze experimental
data to distinguish
between active and
passive transport.
Compare different models to explain the movement of materials into and out of cells. Design and conduct an experiment to discover how cell size and shape affect the rate of diffusion into a cell . Predict the movement
of water and other
molecules across
selectively permeable
membranes.
SPI 3210.1.7 Predict the
movement of water and
other molecules across
selectively permeable
membranes.
SPI 3210.1.8 Compare and
contrast active and passive
transport.
Glencoe – Chapter 7 – pgs 180 –209 Fast File and Technology Resources, TE p. 180B
TE p. 203 Minilab – “Investigate Osmosis TE p. 209 Biolab – Which Substances will Pass through a Selectively Permeable Membrane Phschool Movement of Water Hypertonic,_Hypotonic_and_Isotonic.ppt Biology4kids-Active vs Passive Transport Cellular Transport Worksheet Prentice Hall Chapter 7 pages 182-189 Text Sect 7-3: 182-189 Activities/Labs TE: Build Science skills, p184 SE: *QuickLab, p187 *Analyzing Data, p185 *Exploration, pp194-195 LMA: Chp 7 VL: Lab 3, 4, & 5 Gizmos: Osmosis Paramecium Homeostasis Diffusion
NGSS Practices 2. Developing and using models. 5. Using mathematical and computational thinking.
Secondary Science: Curriculum Map for Biology
Second Nine Weeks
Page 9 of 12 2013-2014
Secondary Science: Curriculum Map for Biology
Second Nine Weeks
Page 10 of 12 2013-2014
TOOLBOX
Unit 2.1 Principles of Evolution and Classification Plans
The Meaning of Genetic Variations –Students investigate variation in the beta globin gene by identifying base changes that do and do not alter function, and by using several Internet-based resources to consider the significance in different environments of the base change associated with sickle cell disease. http://science.education.nih.gov/supplements/nih1/Genetic/guide/activity2-1.htm They’re More Evolved That Way Examining How the Latest Theories on Human Evolution Might Impact Historical Understanding http://www.nytimes.com/learning/teachers/lessons/20070627wednesday.html Evolution: http://www.discoveryeducation.com/teachers/free-lesson-plans/evolution.cfm
To collect, analyze, and interpret information about objects in order to classify them into a cladogram. http://www.pbs.org/wgbh/nova/education/activities/2905_link.html
Unit 2.1 Principles of Evolution and Classification Background for Teachers
An Introduction to Evolution-- Biological evolution, simply put, is descent with modification. http://evolution.berkeley.edu/evolibrary/article/evo_02 Genetic variation is the raw material of evolution. Without genetic variation, a population cannot evolve in response to changing environmental variables and, as a result, may face an increased risk of extinction. http://evolution.berkeley.edu/evosite/relevance/IIIA2Lowvariation.shtml Powerpoint presentation on Evolution and Taxonomy http://www.biologycorner.com/lesson-plans/evolution-taxonomy/presentations/
Unit 2.1 Principles of Evolution and Classification Student Activities
Humans Have Spread Globally, and Evolved Locally” (http://www.nytimes.com/learning/teachers/featured_articles/20070627wednesday
Fingerprinting: A Lesson on Classification --http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/prints.html
Alien Taxonomy-----http://www.biologycorner.com/worksheets/taxonomy2.htmlDichotomous Key on Norns --- http://www.pbs.org/wgbh/nova/education/activities/2905_link.html
Unit 2.1 Principles of Evolution and Classification Other Resources
Online Lessons for Students: Learning Evolution http://www.pbs.org/wgbh/evolution/educators/lessons/ Patterns in Time http://www.indiana.edu/~ensiweb/lessons/pat.in.time.html Dichotomous Key-----http://biology.wisc.edu/documents/dichotomous_key.pdf Macromolecule Lesson Plans------ http://www.lessonplansinc.com/proteins_lipids_carbohydrates_lesson_plans.php
Secondary Science: Curriculum Map for Biology
Second Nine Weeks
Page 11 of 12 2013-2014
Unit 2.2 Biochemistry and Cells Plans
Cell Structure and Function http://www.schools.manatee.k12.fl.us/072JOCONNOR/celllessonplans/lesson_plan__cell_structure_and_function.html Introduction To Cell Structure and Function: What's Inside a Cell? http://www.scetv.org/education/ntti/lessons/1998_lessons/cellstructure.cfm
Unit 2.2 Biochemistry and Cells Background for Teachers
Browsing Biochemistry -- Includes carbohydrates, lipids, proteins, nucleic acids, DANA, etc http://www.chem4kids.com/files/bio_intro.html
Unit 2.2 Biochemistry and Cells Student Activities
Macromolecule Mystery Lab----http://serendip.brynmawr.edu/sci_edu/waldron/pdf/WhoTookJerellsIpod.pdf
Investigating Osmosis ------- http://serendip.brynmawr.edu/sci_edu/waldron/pdf/OsmosisProtocol.pdf
Cheek Cells ---- http://serendip.brynmawr.edu/sci_edu/waldron/pdf/OsmosisProtocol.pdf
Cell City Analogy --- http://www.biologycorner.com/worksheets/cell-analogy.html
Unit 2.2 Biochemistry and Cells Other Resource
Macromolecule Lab http://www.lessonplansinc.com/lessonplans/macromolecule_lab.pdf Cheek Cells Virtual Lab ---- http://www.biologycorner.com/worksheets/cheekcell-virtual.html
Secondary Science: Curriculum Map for Biology
Second Nine Weeks
Page 12 of 12 2013-2014