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Biology Curriculum Guide

2015/2016

Greeley-Evans School District 6 Page 2 of 25 2015-2016 Biology Science Curriculum Guide

2015 - 2016 Biology Unit Outlines

Semester 1

Unit 1 – Ecology

Major Activities:

Biodiversity Experiment (Leaf Bag)

Biome Project

Unit Outline:

A. Introduction to Biology

a. Characteristics of Life

i. Sewer Pods or Sammy Story

b. Scientific Method

i. Practice worksheets

ii. Design an experiment

B. Ecology

a. Biodiversity (Leaf Pack at PLC—booklet included)

i. Biotic/abiotic factors—in booklet

ii. C/N/P cycles—Nitrogen game, videos, worksheets

iii. Trophic levels

iv. food webs

v. energy pyramids – candy toss


b. Populations (included in Biome Project)

i. Introduction—hierarchy activity

ii. Richness/evenness-- Bird Island activity

iii. Density dependent/independent factors – Dominos Demo

iv. Population growth curves

v. carrying capacity

c. Communities (included in Biome Project)

i. Interactions (symbiosis, predator/prey, competition, keystone species, etc.)—Soaring Eagle

lab

ii. Succession

d. Ecosystems

i. Biome Project

1. Water cycle (review)

Ecology Common Unit Exam

Semester 1

Unit 2 – Energy and Matter

Major Activities:

Carbon Experiment

Enzyme Lab

Unit Outline:

1. Biomolecules


a. Review of basic atom bonds

b. Polymers/Subunits

c. Carbohydrates, Protein, Lipids: happy meal lab

2. Enzymes

a. pH scale – cabbage juice demo

b. Enzyme Lab – Enzymes vs. the Environment Lab

c. Digestive system

3. Cell Transport

a. Cell membrane structure

i. Receptor proteins and drugs

b. Passive Transport

i. Carrot lab/potato lab/egg lab

ii. Roots, leaves, stems and turgor pressure (water properties)

c. Active Transport

i. Pumps, endo/exocytosis

ii. pHet simulations

d. Osmoregulation (homeostasis – focus)

i. Salt vs. fresh water fish activity

Assessment (Cellular Transport Quiz) optional, not common

4. Carbon Book – Carbon cycle (radish growing project)

a. Photosynthesis

i. Chloroplast structure and leaf anatomy

ii. Floating leaf disk lab/ elodea lab

b. Cell Respiration

i. Mitochondria and leaf anatomy

ii. Light/ dark chamber with probes

c. Fermentation

i. Yeast balloon


Cellular Energetics Common Unit Exam

Semester 2

Unit 3 – Genetics

Major Activities:

Genetic Resolution Essay and Philosophical Chairs

Unit Outline:

1) DNA (DNA Extraction Lab)

Structure (Build a paper model)

Replication

2) Cell Cycle

Phases (G1, S, G2, M, Cytokinesis)

Controls (check points)

3) Asexual/Sexual Reproduction

Mitosis

o Process (paper plate mitosis, comic strip)

o Purpose (asexual reproduction – exact copies)

Meiosis

o Process (compare/contrast with mitosis)

o Purpose (sexual reproduction – male/female gamete production)

o Crossing Over

o Non-disjunction


Assessment (Cell Cycle/Reproduction Quiz) optional, not common

4) Protein Synthesis (Ancient Language Translation, Protein Coloring Activity)

Transcription

Translation

Proteins

o “Fruit Loop” Protein creation Lab

Assessment (Protein Synthesis Quiz) optional, not common

5) Genotype/Phenotype

Genotype/Phenotype Lab

Let’s Make a Baby

Should This Dog Be Called Spot (Quiz)

6) Genetic Engineering Resolution Project (West MYP Unit)

Essay

Philosophical Chairs

7) Probability

Probability Lab (penny flipping)

Punnett Squares

o Monohybrid Cross (Westonia genetics, Sponge Bob genetics)

o Dihybrid Cross (Snake Genetics)

8) Special Case Genetics (Practice Packet)

Co-Dominance

Incomplete Dominance

Sex-Linked Characteristics


9) Pedigrees

Reading

Building

Genetics Common Unit Exam

Semester 2

Unit 4 – Evolution

Major Activities:

Evidence for Evolution Stations

Unit Outline:

1) Genetic Variation

Mutations (Monstrous Mutations, Mutation Appreciation)

Effects on population

2) Natural Selection (Peppered Moth Lab, Wolves and Bunnies)

3) Artificial Selection (Cosmos Video “Samurai Crabs”)

4) Evidence for evolution (Evidence for Evolution Concept Map)

Anatomical Evidence (Skull Lab)

o Homologous Structures

o Analogous Structures

o Vestigial Structures

Biochemical Evidence (Gorilla Lab)

Fossils

Relative Dating


5) Microevolution (Immunity and Drug Resistance)

6) Co-Evolution (PBS video “Evolutionary Arms Race”)

7) Speciation (Salamander Speciation Lab)

Gradual Equilibrium

Punctuated Equilibrium

8) Cladograms

9) Human Evolution (Neanderthal the Rebirth Video)

Evolution Common Unit Exam


Ecology Unit (6 Weeks)

Standard Life Science Standard 2

Graduate Competence Explain and illustrate with examples how living systems interact with the biotic and abiotic environment

Grade Level Expectation 1. Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem

Big Idea Ecology

End of unit Performance Task Common Unit

Student Outcomes Priority Student Outcomes

Nature of Science Literacy Standards

Focus

Writing Standard Focus

Reading/writing Focus

Cross Content

Connection

a. Analyze how energy flows through trophic levels. (DOK 1-2)

b. Evaluate the potential ecological impacts of a plant-based or meat-based diet. (DOK 2)

c. Analyze and interpret data from experiments on ecosystems where matter such as fertilizer has been added or withdrawn such as through drought. (DOK 1-3)

d. Develop, communicate, and justify an evidence-based scientific explanation showing how ecosystems follow the laws of conservation of matter and energy. (DOK 1-3)

e. Define and distinguish between matter and energy, and how they are cycled or lost through life processes. (DOK 1-2)

f. Describe how carbon, nitrogen, phosphorus, and water cycles work. (DOK 1)

g. Use computer simulations to analyze how energy flows through trophic levels. (DOK 1-2)

e. Define and distinguish between matter and energy, and how they are cycled or lost through life processes. (DOK 1-2) f. Describe how carbon, nitrogen, phosphorus, and water cycles work. (DOK 1) g. Use computer simulations to analyze how energy flows through trophic levels. (DOK 1-2) 3. Design ecological experiments in a closed system. (DOK 2-4)

1. Address differences between experiments where variables can be controlled and those where extensive observations on a highly variable natural system are necessary to determine what is happening – such as dead zones in the Gulf of Mexico. 2. Share experimental data, and respectfully discuss conflicting results emulating the practice of scientists. (DOK 2-3) 3. Design ecological experiments in a closed system. (DOK 2-4)

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, energy). 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.

WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


Ecology Unit (6 Weeks)


Graduate Competence Explain and illustrate with examples how living systems interact with the biotic and abiotic environment

Grade Level Expectation 2. The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem

Big Idea Ecology End of unit Performance Task Common Unit Student Outcomes Priority Student

Outcomes Nature of Science

Literacy Standards Focus


Reading/writing Focus Cross Content Connection

a. Analyze and interpret data about the impact of removing keystone species from an ecosystem or introducing non-native species into an ecosystem. (DOK 1-3) b. Describe or evaluate communities in terms of primary and secondary succession as they progress over time. (DOK 1-2) c. Evaluate data and assumptions regarding different scenarios for future human population growth and their projected consequences. (DOK 1-3) d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate ecosystem interactions. (DOK 1-2)

a. Analyze and interpret data about the impact of removing keystone species from an ecosystem or introducing non-native species into an ecosystem. (DOK 1-3) b. Describe or evaluate communities in terms of primary and secondary succession as they progress over time. (DOK 1-2) 1. Critically evaluate scientific explanations in popular media to determine if the research methodology and evidence presented are appropriate and sufficient to support the claims. (DOK 2-3)

1. Critically evaluate scientific explanations in popular media to determine if the research methodology and evidence presented are appropriate and sufficient to support the claims. (DOK 2-3)

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. 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.

WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


Greeley-Evans School District 6 Grade: 10th Biology Curriculum Guide

Unit: Ecology Timeline: 6 Weeks

Standard: Life Science Standard 2

Grade Level Expectation: 1. Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem 2. The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem.

Student Outcomes: GLE 1 1.a. Analyze how energy flows through trophic levels (DOK 1-2) 1.b. Evaluate the potential ecological impacts of a plant-based or meat-based diet (DOK 2) 1.c. Analyze and interpret data from experiments on ecosystems where matter such as fertilizer has been added or withdrawn such as through drought (DOK 1-3) 1.d. Develop, communicate, and justify an evidence-based scientific explanation showing how ecosystems follow the laws of conservation of matter and energy (DOK 1-3) 1.e. Define and distinguish between matter and energy, and how they are cycled or lost through life processes (DOK 1-2) 1.f. Describe how carbon, nitrogen, phosphorus, and water cycles work (DOK 1) 1.g. Use computer simulations to analyze how energy flows through trophic levels (DOK 1-2)

GLE 2 2.a. Analyze and interpret data about the impact of removing keystone species from an ecosystem or introducing non-native species into an ecosystem (DOK 1-3) 2.b. Describe or evaluate communities in terms of primary and secondary succession as they progress over time (DOK 1-2) 2.c. Evaluate data and assumptions regarding different scenarios for future human population growth and their projected consequences (DOK 1-3)

Instruction: C. Introduction to Biology

a. Characteristics of Life/Scientific Method

i. Sewer Pods or Sammy Story

D. Ecology

a. Biodiversity in a Leaf Pack (at PLC—booklet

included)

i. Biotic/abiotic factors—in booklet

ii. C/N/P cycles—Nitrogen game, videos,

worksheets

iii. Trophic levels, food webs, energy

pyramids—in booklet, videos, other

activities

b. Populations (included in Biome Project)

i. Introduction—hierarchy activity

ii. Richness/evenness-- Bird Island activity

iii. Density dependent/independent factors

iv. Growth curves, carrying capacity

c. Communities (included in Biome Project)

i. Interactions (symbiosis, predator/prey,

competition, keystone species, etc.)—

Soaring Eagle lab

ii. Succession d. Ecosystems

i. Biome Project

1. Water cycle


2.d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate ecosystem interactions DOK 1-2

Inquiry Questions:

1. How does a change in abiotic factors influence the stability or progression of an ecosystem?

2. What happens when the cycling of matter in

ecosystems is disrupted? 3. What energy transformations occur in ecosystems? 4. How do keystone species maintain balance in

ecosystems? 5. How does the introduction of a non-native species

influence the balance of an ecosystem? 6. How is the succession of local organisms altered in an

area that is disturbed or destroyed? 7. What would be the possible consequences for an

increase in human population for the planet? 8. In terms of carbon, explain how autotrophic and

heterotrophic organisms are linked in terms of the food chain.

Vocabulary: Ecosystem Biomes Biosphere Succession Population Limiting factors Growth Habitat Community Abiotic Biotic Density dependent/ independent factors Biodiversity Producer Consumer Food web Decomposer Energy pyramid Autotroph Heterotroph Co-evolution Symbiosis Predation

Assessments:

Common Unit Exam Ecology

Classroom summative and/or formative assessment

Optional Performance Based

Assessments

Science Resources Literacy Resources:


Cell Energetics Unit (10 Weeks)


Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection

Grade Level Expectation 3. Cellular metabolic activities are carried out by biomolecules produced by organisms

Big Idea Cell Energetics



Nature of Science

Literacy Standards Focus

Writing Standard Focus Reading/writing Focus Cross Content Connection

a. Identify biomolecules and their precursors/building blocks. (DOK 1) b. Develop, communicate, and justify an evidence-based explanation that biomolecules follow the same rules of chemistry as any other molecule. (DOK 1-3) c. Develop, communicate, and justify an evidence-based explanation regarding the optimal conditions required for enzyme activity. (DOK 1-3) d. Infer the consequences to organisms of suboptimal enzyme function – such as altered blood pH or high fever – using direct and indirect evidence. (DOK 1-3) e. Analyze and interpret data on the body’s utilization of carbohydrates, lipids, and proteins. (DOK 1-2)

a. Identify biomolecules and their precursors/building blocks. (DOK 1) c. Develop, communicate, and justify an evidence-based explanation regarding the optimal conditions required for enzyme activity. (DOK 1-3) d. Infer the consequences to organisms of suboptimal enzyme function – such as altered blood pH or high fever – using direct and indirect evidence. (DOK 1-3) e. Analyze and interpret data on the body’s utilization of carbohydrates, lipids, and proteins. (DOK 1-2)

1. Critically evaluate scientific explanations in popular media to determine if the research methodology and evidence presented are appropriate and sufficient to support the claims. (DOK 2-3)

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. 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.

WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and

information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).





Grade Level Expectation 4. The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun’s light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken.

Big Idea Cell Energetics



Nature of Science Literacy Standards Focus



a. Develop, communicate, and justify an evidence-based scientific explanation the optimal environment for photosynthetic activity. (DOK 1-3) b. Discuss the interdependence of autotrophic and heterotrophic life forms such as depicting the flow of a carbon atom from the atmosphere, to a leaf, through the food chain, and back to the atmosphere. (DOK 1-2) c. Explain how carbon compounds are gradually oxidized to provide energy in the form of adenosine triphosphate (ATP), which drives many chemical reactions in the cell. (DOK 1-2)

b. Discuss the interdependence of autotrophic and heterotrophic life forms such as depicting the flow of a carbon atom from the atmosphere, to a leaf, through the food chain, and back to the atmosphere. (DOK 1-2)

1. Recognize that the current understanding of photosynthesis and cellular respiration has developed over time and become more sophisticated as new technologies have led to new evidence. (DOK 1)

1. Recognize that the current understanding of photosynthesis and cellular respiration has developed over time and become more sophisticated as new technologies have led to new evidence. (DOK 1) 2. Critically evaluate models for photosynthesis and cellular respiration, and identify their strengths and weaknesses. (DOK 2-3)

RST.9-10.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.

WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.





Grade Level Expectation 5. Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular environments

Big Idea Cell Energetics End of unit Performance Task Common Unit Student Outcomes Priority Student

Outcomes Nature of Science Literacy Standards

Focus Writing Standard Focus Reading/writ

ing Focus Cross Content Connection

a. Analyze and interpret data to determine the energy requirements and/or rates of substance transport across cell membranes. (DOK 1-2) b. Compare organisms that live in freshwater and marine environments, and identify the challenges of osmotic regulation for these organisms. (DOK 2) c. Diagram the cell membrane schematically, and highlight receptor proteins as targets of hormones, neurotransmitters, or drugs that serve as active links between intra and extracellular environments. (DOK 1) d. Use tools to gather, view, analyze, and interpret data produced during scientific investigations that involve passive and active transport. (DOK 1-2) e. Use computer simulations and models to analyze cell transport mechanisms (DOK 1-2)

b. Compare organisms that live in freshwater and marine environments, and identify the challenges of osmotic regulation for these organisms. (DOK 2) d. Use tools to gather, view, analyze, and interpret data produced during scientific investigations that involve passive and active transport. (DOK 1-2) 1. Ask testable questions and make a falsifiable hypothesis about how cells transport materials into and out of the cell and use an inquiry approach to find the answer. (DOK 1-4)

1. Ask testable questions and make a falsifiable hypothesis about how cells transport materials into and out of the cell and use an inquiry approach to find the answer. (DOK 1-4) 2. Share experimental data, and respectfully discuss conflicting results emulating the practice of scientists. (DOK 2-3) 3. Recognize and describe the ethical traditions of science: value peer review; truthful reporting of methods and outcomes; making work public; and sharing a lens of professional skepticism when reviewing the work of others.

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. 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.

WHST.9-10.1 Write arguments focused on discipline-specific content. a. Introduce precise claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented


Cellular Energetics Unit (10 Weeks)



Grade Level Expectation 6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments

Big Idea Cell Energetics End of unit Performance Task Common Unit Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards

Focus Writing Standard Focus


a. Discuss how two or more body systems interact to promote health for the whole organism. (DOK 1-2) b. Analyze and interpret data on homeostatic mechanisms using direct and indirect evidence to develop and support claims about the effectiveness of feedback loops to maintain homeostasis. (DOK 1-2) c. Distinguish between causation and correlation in epidemiological data, such as examining scientifically valid evidence regarding disrupted homeostasis in particular diseases. (DOK 2) d. Use computer simulations and models of homeostatic mechanisms. (DOK 1-2)

b. Analyze and interpret data on homeostatic mechanisms using direct and indirect evidence to develop and support claims about the effectiveness of feedback loops to maintain homeostasis. (DOK 1-2) d. Use computer simulations and models of homeostatic mechanisms. (DOK 1-2) 2. Research and present findings about how medical problems that impact life span have changed throughout history due to altered lifestyles and advances in medicine. (DOK 1-2) 3. Differentiate between scientific evidence evaluated by the Food and Drug Administration (FDA) for drug approval and anecdotal evidence shared among individuals or in magazines/newspapers that a food or supplement is effective for a given problem. (DOK 2)

1. Research and present findings about the results of dietary deficiencies or excesses. (DOK 1-2) 2. Research and present findings about how medical problems that impact life span have changed throughout history due to altered lifestyles and advances in medicine. (DOK 1-2) 3. Differentiate between scientific evidence evaluated by the Food and Drug Administration (FDA) for drug approval and anecdotal evidence shared among individuals or in magazines/newspapers that a food or supplement is effective for a given problem. (DOK 2)

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. RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently

WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.



Unit: Cellular Energetics Timeline: 10 weeks


Grade Level Expectation: 3. Cellular metabolic activities are carried out by biomolecules produced by organisms 4. The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun’s light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken. 5. Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular environments. 6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments.

Student Outcomes: GLE 3 3.a. Identify biomolecules and their precursors/building blocks (DOK 1) 3.c. Develop, communicate, and justify an evidence-based explanation regarding the optimal conditions required for enzyme activity (DOK 1-3) 3.d. Infer the consequences to organisms of suboptimal enzyme function – such as altered blood pH or high fever – using direct and indirect evidence (DOK 1-3) 3.e. Analyze and interpret data on the body’s utilization of carbohydrates, lipids, and proteins (DOK 1-2) GLE 4 4.a. Develop, communicate, and justify an evidence-based scientific explanation the optimal environment for photosynthetic activity (DOK 1-3) 4.b. Discuss the interdependence of autotrophic and heterotrophic life forms such as depicting the flow of a carbon atom from the atmosphere, to a leaf, through the food chain, and back to the atmosphere (DOK 1-2) 4.c. Explain how carbon compounds are gradually oxidized to provide energy in the form of adenosine triphosphate (ATP), which drives many chemical reactions in the cell (DOK 1-2) GLE 5 5.a. Analyze and interpret data to determine the energy requirements and/or rates of substance transport across cell membranes (DOK 1-2)

Instruction: Cellular Energetics

5. Cell Transport i. Cell membrane structure

1. Receptor proteins and drugs b. Passive Transport

i. Carrot lab/potato lab/egg lab ii. Roots, leaves, stems and turgor pressure (water

properties) c. Active Transport

i. Pumps, endo/exocytosis ii. pHet

d. Osmoregulation (homeostasis – focus) i. Salt vs. fresh water

Individual Assessment 6. Carbon Book – Carbon cycle

a. Photosynthesis i. Chloroplast structure and leaf anatomy

ii. Floating leaf disk lab/ elodea lab b. Cell Respiration

i. Mitochondria and leaf anatomy ii. Light/ dark chamber with probes

c. Fermentation i. Yeast balloon

PERFORMANCE BASED ASSESSMENT - energy

7. Biomolecules


5.b. Compare organisms that live in freshwater and marine environments, and identify the challenges of osmotic regulation for these organisms (DOK2) 5.c. Diagram the cell membrane schematically, and highlight receptor proteins as targets of hormones, neurotransmitters, or drugs that serve as active links between intra and extracellular environments (DOK 1) 5.d. Use tools to gather, view, analyze, and interpret data produced during scientific investigations that involve passive and active transport (DOK 1-2)

GLE 6 6.a. Discuss how two or more body systems interact to promote health for the whole organism (DOK 1-2) 6.b. Analyze and interpret data on homeostatic mechanisms using direct and indirect evidence to develop and support claims about the effectiveness of feedback loops to maintain homeostasis (DOK 1-2) 6.c. Distinguish between causation and correlation in epidemiological data, such as examining scientifically valid evidence regarding disrupted homeostasis in particular diseases (DOK 2)

6.d. Use computer simulations and models of homeostatic mechanisms (DOK 1-2)

a. Review of basic atom bonds b. Carbohydrates, Protein, Lipids: happy meal lab

8. Enzymes a. pH scale – cabbage juice demo b. Enzyme Lab – spit Lab c. Digestive system

PERFORMANCE BASED ASSESSMENT - enzymes

Inquiry Questions: 1. What energy transformations occur in cells? 2. How is carbon cycled through living organisms? 3. What variables can be manipulated to change the rate of

photosynthesis? 4. What variables affect the rate of cell respiration? 5. What variables affect the rate of transport across a

membrane? 6. Why is it important that cell membranes are selectively

permeable? 7. How are rates of enzyme activity in cells affected by

various factors such as pH or temperature? 8. How does one know that enzymes speed up chemical

reactions? 9. What are the building blocks of each biomolecule, and

how is each digested and utilized within a living organism?

Vocabulary: Enzyme Lipid Bilayer Denature Active/Passive Transport Protein Endo/Exocytosis Carbohydrate Diffusion Lipid Osmosis Nucleic Acid Chloroplast/Chlorophyll Digestion Buffer Acid Base pH Anaerobic Aerobic Fermentation Glycolysis Mitochondria

Assessments: Cellular Energetics Common Unit Exam Performance Based Assessments: Energy and Enzymes (optional)

Science Resources: Literacy Resources:


Genetics Unit (8 Weeks)


Graduate Competence Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment

Grade Level Expectation 7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins

Big Idea Genetics

End of unit Performance Task Common Unit Student Outcomes Priority Student Outcomes Nature of Science Literacy

Standards Focus



a. Analyze and interpret data that genes are expressed portions of DNA. (DOK 1-2) b. Analyze and interpret data on the processes of DNA replication, transcription, translation, and gene regulation, and show how these processes are the same in all organisms. (DOK 1-2) c. Recognize that proteins carry out most cell activities and mediate the effect of genes on physical and behavioral traits in an organism. (DOK 1) d. Evaluate data showing that offspring are not clones of their parents or siblings due to the meiotic processes of independent assortment of chromosomes, crossing over, and mutations. (DOK 1-2) e. Explain using examples how genetic mutations can benefit, harm, or have neutral effects on an organism (DOK 1-2)

d. Evaluate data showing that offspring are not clones of their parents or siblings due to the meiotic processes of independent assortment of chromosomes, crossing over, and mutations. (DOK 1-2) e. Explain using examples how genetic mutations can benefit, harm, or have neutral effects on an organism. (DOK 1-2) 1. Recognizing that research on genetically modified organisms is done in university laboratories and seed companies, discuss the implications of different types of funding and the ethical traditions of science: value peer review; truthful reporting of methods and outcomes; making work public; and sharing a lens of professional skepticism when reviewing the work of others. (DOK1-2)

1. Recognizing that research on genetically modified organisms is done in university laboratories and seed companies, discuss the implications of different types of funding and the ethical traditions of science: value peer review; truthful reporting of methods and outcomes; making work public; and sharing a lens of professional skepticism when reviewing the work of others. (DOK1-2) 2. Understand that scientists work from the assumption that the universe is a single system in which the basic rules are the same everywhere – that basic principles for genetics apply to all organisms. (DOK 1)

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. RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently

WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.


Unit (8 Weeks)


Graduate Competence Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment

Grade Level Expectation 8. Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome.

Big Idea Genetics

End of unit Performance Task Common Unit Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards

Focus Writing Standard Focus


a. Develop, communicate, and justify an evidence-based scientific explanation of how cells form specialized tissues due to the expression of some genes and not others. (DOK 1-3) b. Analyze and interpret data that show most eukaryotic deoxyribonucleic acid (DNA) does not actively code for proteins within cells. (DOK 1-2) c. Develop, communicate, and justify an evidence-based scientific explanation for how a whole organism can be cloned from a differentiated – or adult – cell. (DOK 1-3) d. Analyze and interpret data on medical problems using direct and indirect evidence in developing and supporting claims that genetic mutations and cancer are brought about by exposure to environmental toxins, radiation, or smoking.

a. Develop, communicate, and justify an evidence-based scientific explanation of how cells form specialized tissues due to the expression of some genes and not others. (DOK 1-3) c. Develop, communicate, and justify an evidence-based scientific explanation for how a whole organism can be cloned from a differentiated – or adult – cell. (DOK 1-3) d. Analyze and interpret data on medical problems using direct and indirect evidence in developing and supporting claims that genetic mutations and cancer are brought about by exposure to environmental toxins, radiation, or smoking. 1. Debate the advantages and disadvantages of bioengineering – cloning or genetically modifying – organisms in the food supply. (DOK 2-3) 2. Science is influenced by the cultural norms of a society. Discuss the ethical and political issues associated with stem cell research and how these have impacted both the research done and its applications. (DOK 1-3)

1. Debate the advantages and disadvantages of bioengineering – cloning or genetically modifying – organisms in the food supply. (DOK 2-3) 2. Science is influenced by the cultural norms of a society. Discuss the ethical and political issues associated with stem cell research and how these have impacted both the research done and its applications. (DOK 1-3) 3. Debate the ethical and political issues associated with stem cell research and how these affect research. (DOK 2-3)

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. RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.

WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.



Unit: Genetics Timeline: 8 weeks


Grade Level Expectation: 7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins 8. Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome.

Student Outcomes: GLE 7 7.a. Analyze and interpret data that genes are expressed portions of DNA (DOK 1-2) 7.b. Analyze and interpret data on the processes of DNA replication, transcription, translation, and gene regulation, and show how these processes are the same in all organisms (DOK 1-2) 7.c. Recognize that proteins carry out most cell activities and mediate the effect of genes on physical and behavioral traits in an organism (DOK 1) 7.d. Evaluate data showing that offspring are not clones of their parents or siblings due to the meiotic processes of independent assortment of chromosomes, crossing over, and mutations (DOK 1-2) 7.e. Explain using examples how genetic mutations can benefit, harm, or have neutral effects on an organism (DOK 1-2) 8.a. Develop, communicate, and justify an evidence-based scientific explanation of how cells form specialized tissues due to the expression of some genes and not others (DOK 1-3)

GLE 8 8.b. Analyze and interpret data that show most eukaryotic deoxyribonucleic acid (DNA) does not actively code for proteins within cells (DOK 1-2) 8.c. Develop, communicate, and justify an evidence-based scientific explanation for how a whole organism can be cloned from a differentiated – or adult – cell (DOK 1-3)

Unit Outline: DNA (DNA Extraction Lab)

Structure (Build a paper model)

Replication Cell Cycle

Phases

Controls Asexual/Sexual Reproduction

Mitosis o Process (paper plate mitosis, comic strip) o Purpose

Meiosis o Process (compare/contrast with mitosis) o Purpose o Crossing Over o Non-disjunction

Genotype/Phenotype (Genotype/Phenotype Lab, Let’s Make a Baby, Should This Dog Be Called Spot) Protein Synthesis (Ancient Language Translation, Protein Coloring Activity)

Transcription

Translation

Proteins

Genetic Engineering Resolution Project

Essay

Philosophical Chairs Probability (Probability Lab)

Punnett Squares o Monohybrid Cross (Westonia genetics, Sponge Bob genetics) o Dihybrid Cross (Snake Genetics)

Special Case Genetics (Practice Packet)


8.d. Analyze and interpret data on medical problems using direct and indirect evidence in developing and supporting claims that genetic mutations and cancer are brought about by exposure to environmental toxins, radiation, or smoking

Co-Dominance

Incomplete Dominance

Sex-Linked Characteristics

Genetics PBA Pedigrees

Reading

Building Genetic Disorders

Jigsaw – expert groups on various genetic disorders

1. Inquiry Questions: Why are human offspring not genetic clones of their parents or siblings?

2. How are DNA molecules replicated in all organisms?

3. Why is it possible for a cell from one species to express genes from another species as in genetic modification of organisms?

4. Why are human offspring not genetic clones of their parents or siblings?

5. Why is it possible to clone a whole organism from an undifferentiated cell?

6. Why are stem cells sought by researchers as potential cures to medical problems?

7. Explain how genetic mutations and Cancer can be caused by a variety of environmental agents?

Vocabulary: Genes Binary fission Probability Gamete Alleles Chromatid Karyotype Chromatin Genotype Chromosome Phenotype PMAT Dominant Recessive Co-dominant Incomplete dominant Multiple alleles Sex-linkage Pedigree Punnett square Cloning Stem cells Genetic engineering Gel electrophoresis Polymerase chain reaction Protein synthesis DNA Diploid Mitosis Meiosis

Assessments: Genetics common unit exam Classroom summative and formative assessments Optional Genetics Performance Based Assessment

Science Resources:

Literacy Resources:


Evolution Unit (8 Weeks)


Graduate Competence Explain how biological evolution accounts for the unity and diversity of living organisms

Grade Level Expectation 9. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment

Big Idea Evolution

End of unit Performance Task Common Unit Student Outcomes Priority Student Outcomes Nature of Science Literacy

Standards Focus

Writing Standard Focus Reading/writing Focus Cross Content Connection

a. Develop, communicate, and justify an evidence-based scientific explanation for how Earth’s diverse life forms today evolved from common ancestors. (DOK 1-3) b. Analyze and interpret multiple lines of evidence supporting the idea that all species are related by common ancestry such as molecular studies, comparative anatomy, biogeography, fossil record and embryology. (DOK 2-3) c. Analyze and interpret data suggesting that over geologic time, discrete bursts of rapid genetic changes and gradual changes have resulted in speciation. (DOK 1-3) d. Analyze and interpret data on how evolution can be driven by three key components of natural selection – heritability, genetic variation, and differential survival and reproduction. (DOK 1-3) e. Generate a model – an evolutionary tree – showing how a group of organisms is most likely diverged from common ancestry (DOK 2-3)

b. Analyze and interpret multiple lines of evidence supporting the idea that all species are related by common ancestry such as molecular studies, comparative anatomy, biogeography, fossil record and embryology. (DOK 2-3) d. Analyze and interpret data on how evolution can be driven by three key components of natural selection – heritability, genetic variation, and differential survival and reproduction. (DOK 1-3) e. Generate a model – an evolutionary tree – showing how a group of organisms is most likely diverged from common ancestry. (DOK 2-3) 2. Differentiate among the use of the terms “hypothesis,” “theory,” and “law” as they are defined and used in science compared to the usage of these terms in other disciplines or everyday use. (DOK 1-2)

1. Understand that all scientific knowledge is subject to new findings and that reproducible, corroborated, and converging lines of data yield a scientific theory. (DOK 1) 2. Differentiate among the use of the terms “hypothesis,” “theory,” and “law” as they are defined and used in science compared to the usage of these terms in other disciplines or everyday use. (DOK 1-2)

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, energy). 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.

WHST.9-10.1 Write arguments focused on discipline-specific content. e. Introduce precise claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

f. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

g. Use words, phrases, and clauses to

link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

h. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.



Unit: Evolution Timeline: 8 weeks


Grade Level Expectation: 7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins. 9. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment.

Student Outcomes: GLE 7 7.e. Explain using examples how genetic mutations can benefit, harm, or have neutral effects on an organism (DOK 1-2) GLE 9 9.a. Develop, communicate, and justify an evidence-based scientific explanation for how Earth’s diverse life forms today evolved from common ancestors (DOK 1-3) 9.b. Analyze and interpret multiple lines of evidence supporting the idea that all species are related by common ancestry such as molecular studies, comparative anatomy, biogeography, fossil record and embryology (DOK 2-3) 9.c. Analyze and interpret data suggesting that over geologic time, discrete bursts of rapid genetic changes and gradual changes have resulted in speciation (DOK 1-3) 9.d. Analyze and interpret data on how evolution can be driven by three key components of natural selection – heritability, genetic variation, and differential survival and reproduction (DOK 1-3) 9.e. Generate a model – an evolutionary tree – showing how a group of organisms is most likely diverged from common ancestry (DOK 2-3)

Instruction: Genetic Variation

Mutations (Monstrous Mutations, Mutation Appreciation)

Effects on population

Natural Selection (Peppered Moth Lab, Wolves and Bunnies) Artificial Selection (Cosmos Video “Samurai Crabs”) Immunity and Drug Resistance (microevolution)

Disease Project

Evidence for evolution (Evidence for Evolution Concept Map)

Anatomical Evidence (Skull Lab) o Homologous Structures o Analogous Structures o Vestigial Structures

Biochemical Evidence (Gorilla Lab)

Fossils

Microevolution

Co-Evolution (PBS video “Evolutionary Arms Race”) Speciation (Salamander Speciation Lab)

Gradual Equilibrium

Punctuated Equilibrium

Cladograms

Evolution (Cladogram) PBA

Human Evolution (Neanderthal the Rebirth Video) Population Genetics (Beans and Bunnies)

Hardy-Weinberg


Genetic Drift

Migration

Sexual Selection

Inquiry Questions: 1. How can a mutation cause change in a population? 2. How do subtle differences among closely-related fossil species provide evidence of environmental change and speciation? 3. How does studying extinct species contribute to our current understanding of evolution? 4. How can patterns of characteristics shared among organisms be used to categorize life's diversity according to relatedness?

Vocabulary: Evolution Darwinism Natural/Artificial selection Adaptation Geographic Isolation Reproductive Isolation Speciation Population mutation Gene flow Genetic drift

Assessments: Evolution Common Unit Assessment Evolution/Cladogram Performance Based Assessment (optional)

Science Resources:

Literacy Resources:

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