CURRICULUM FOR BIOLOGY GRADE 10 - Rahway Public Schools · Use study guides/checklists to organize...

CURRICULUM

FOR

BIOLOGY

GRADE 10

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Dr. Kevin K. Robinson, Program Supervisor of STEM

The Board acknowledges the following who contributed to the preparation of this curriculum.

Mary Margel

Christine H. Salcito, Assistant Superintendent

Subject/Course Title: Date of Board Adoptions:

Biology October 18, 2016

Grade 10

RAHWAY PUBLIC SCHOOLS CURRICULUM

Biology – Grade 10

Unit Title Pacing

1 What is biology? 3 weeks

2 Theory of Evolution 4 weeks

3 Cell Structure & Function 3 weeks

4 Cell Transport & Homeostasis 4 weeks

5 Cell Reproduction 4 weeks

6 Nucleic Acids & Protein Synthesis 5 weeks

7 Mendelian Genetics 5 weeks

8 Inheritance Patterns & Human

Genetics

4 weeks

9 Genetic Technology 3 weeks

10 Viruses & Bacteria 5 weeks

ACCOMMODATIONS

504 Accommodations:

Provide scaffolded vocabulary and vocabulary lists.

Provide extra visual and verbal cues and prompts.

Provide adapted/alternate/excerpted versions of the

text and/or modified supplementary materials.

Provide links to audio files and utilize video clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially any key

terms, in advance.

Allow additional time to complete assignments and/or

assessments.

Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.

Check for understanding frequently.

Have student restate information.

Support auditory presentations with visuals.

Weekly home-school communication tools

(notebook, daily log, phone calls or email messages).

Provide study sheets and teacher outlines prior to

assessments.

Quiet corner or room to calm down and relax when

anxious.

Reduction of distractions.

Permit answers to be dictated.

Hands-on activities.

Use of manipulatives.

Assign preferential seating.

No penalty for spelling errors or sloppy handwriting.

Follow a routine/schedule.

Provide student with rest breaks.

Use verbal and visual cues regarding directions and

staying on task.

Assist in maintaining agenda book.

IEP Accommodations:


Differentiate reading levels of texts (e.g., Newsela).

Provide adapted/alternate/excerpted versions of the

text and/or modified supplementary materials.

Provide extra visual and verbal cues and prompts.

Provide links to audio files and utilize video clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially any key

terms, in advance.

Provide students with additional information to

supplement notes.

Modify questioning techniques and provide a reduced

number of questions or items on tests.


assessments.

Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.


Have student restate information.

Support auditory presentations with visuals.

Provide study sheets and teacher outlines prior to

assessments.

Use of manipulatives.

Have students work with partners or in groups for

reading, presentations, assignments, and analyses.

Assign appropriate roles in collaborative work.


Follow a routine/schedule.

Gifted and Talented Accommodations:


Offer students additional texts with higher lexile

levels.

Provide more challenging and/or more supplemental

readings and/or activities to deepen understanding.

Allow for independent reading, research, and

projects.

Accelerate or compact the curriculum.

Offer higher-level thinking questions for deeper

analysis.

Offer more rigorous materials/tasks/prompts.

Increase number and complexity of sources.

Assign group research and presentations to teach the

class.

Assign/allow for leadership roles during collaborative

work and in other learning activities.

ELL Accommodations:

Provide extended time.


Assign peer buddy who the student can work with.


Provide language feedback often (such as

grammar errors, tenses, subject-verb agreements,

etc…).

Have student repeat directions.

Make vocabulary words available during classwork

and exams.

Use study guides/checklists to organize information.

Repeat directions.

Increase one-on-one conferencing.

Allow student to listen to an audio version of the text.

Give directions in small, distinct steps.

Allow copying from paper/book.

Give student a copy of the class notes.

Provide written and oral instructions.


Shorten assignments.

Read directions aloud to student.

Give oral clues or prompts.

Record or type assignments.

Adapt worksheets/packets.

Create alternate assignments.

Have student enter written assignments in criterion,

where they can use the planning maps to help get

them started and receive feedback after it is

submitted.

Allow student to resubmit assignments.

Use small group instruction.

Simplify language.


Demonstrate concepts possibly through the use of

visuals.

Use manipulatives.

Emphasize critical information by highlighting it for

the student.

Use graphic organizers.

Pre-teach or pre-view vocabulary.

Provide student with a list of prompts or sentence

starters that they can use when completing a written

assignment.

Provide audio versions of the textbooks.

Highlight textbooks/study guides.

Use supplementary materials.

Give assistance in note taking

Use adapted/modified textbooks.

Allow use of computer/word processor.

Allow student to answer orally, give extended time

(time-and-a-half).

Allow tests to be given in a separate location (with

the ESL teacher).


assessments.

Read question to student to clarify.

Provide a definition or synonym for words on a test

that do not impact the validity of the exam.

Modify the format of assessments.

Shorten test length or require only selected test items.

Create alternative assessments.

On an exam other than a spelling test, don’t take

points off for spelling errors.


UNIT OVERVIEW

Content Area: Biology

Unit Title: What is Biology?

Target Course/Grade Level: 10th

Unit Summary: In this unit, students are first introduced to the characteristics of living organisms. The nature of

science and methods used in science are discussed with examples intended to spark student interest as they attempt

to answer questions and solve problems concerning the living world.

Approximate Length of Unit: 3 weeks

LEARNING TARGETS

New Jersey Student Learning Standards:

Science:

HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide

specific functions within multicellular organisms.

Disciplinary Core Ideas:

LS1.A: Structure and Function

Multicellular organisms have a hierarchical structural organization, in which any one system is made up of

numerous parts and is itself a component of the next level. (HS-LS1-2)

Cross Cutting Concepts:

Systems and System Models

Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—

including energy, matter, and information flows—within and between systems at different scales. (HS-LS1-2), (HS-

LS1-4)

Science and Engineering Practices:

Developing and Using Models

Develop and use a model based on evidence to illustrate the relationships between systems or between components

of a system. (HS-LS1-2)

Interdisciplinary Connections:

NJ SLS Companion Standards: Reading and Writing Standards for History, Social Studies, Science, and

Technical Subjects:

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant

connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the

text.

NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and

quantitatively, as well as in words.

NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the evidence.

NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with

scaffolding as needed.

RST.9-10.1. Accurately cite strong and thorough evidence from the text to support analysis of science and technical

texts, attending to precise details for explanations or descriptions.

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.9-10.7. 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.

NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning

and relevant and sufficient evidence.

NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly

and accurately through the effective selection, organization, and analysis of content.

NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and

accuracy of each source, and integrate the information while avoiding plagiarism.

NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

WHST.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning

and relevant sufficient textual and non-textual evidence.


Educational Technology:

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career,

personal and or social needs

21st Century Learning Standards:

Career Ready Practices:

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Unit Understandings

Students will understand that…

Biology is the organized study of living things and their interactions with their natural and physical

environments.

Biologists have formulated a list of characteristics by which we can recognize living things.

Biologists use controlled experiments to obtain data that either do or do not support a hypothesis.

Scientific processes are used by scientists to answer questions or solve problems. Scientific methods

include observing, making a hypothesis, collecting data, publishing results, forming a theory, developing

a new hypothesis, and revising the theory.

Biologists do their work in laboratories and in the field. They collect both quantitative and qualitative

data from their experiments and investigations.

Scientists conduct investigations to increase knowledge about the natural world. Scientific results may

help solve problems, but not all.

Unit Essential Questions

Why is the study of Biology important?

How are the characteristics of living things used to distinguish between abiotic and biotic factors?

What life characteristics can be observed in a living organism?

How do scientists use variations of the scientific method to solve problems?

Knowledge and Skills

Students will know…

Key definitions: adaptation, biology, development, energy evolution, growth, homeostasis, organism,

organization, reproduction, response, species, stimulus, control, data, dependent variable, independent

variable, hypothesis, theory, ethics, technology.

Laboratory safety procedures and the proper use of laboratory equipment.

The characteristics of life common to all living things.

The benefits of studying Biology.

Performance Expectations:

Students will be able to…

Conduct a controlled experiment using the scientific method to solve a problem.

Analyze observations and data to use as evidence in supporting a conclusion for an experiment.

Differentiate between living and nonliving things using the characteristics of life.

EVIDENCE OF LEARNING

Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”?

Written and oral responses to academic prompts

Laboratory analysis

Student self-assessment

Lab report based on research and an investigation that reinforces the nature and process of science

End of Unit Assessment: o Students will differentiate between living and nonliving things.

o Students will explain common characteristic of all living things.

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Summer Packet Review

Is Sammy Living? Activity

Do Soda Cans Sink or Float? Laboratory – A Review of the Scientific Method.

Abiotic vs. Biotic Schoolyard Assessment Activity

Collecting Biological Data Laboratory

LTF Scientific Method Practice 2

Laboratory: Antibacterial Soaps vs. Non-Antibacterial Soaps

RESOURCES

Teacher Resources:

Biology: The Dynamics of Life Textbook and Teachers Resource Materials, Chapter 1

Equipment Needed:

Balances, Stereoscopes, LCD Projector, Chromebooks.


UNIT OVERVIEW


Unit Title: Theory of Evolution

Target Course/Grade Level: 10th grade

Unit Summary: This unit introduces Darwin’s theory of evolution by natural selection. The role of natural

selection in the evolution of new species is presented. Students will be discuss Charles Darwin’s original evidence

for natural selection, and also make their own discoveries using evidence from present day. Students will also

explore Carl Linnaeus’ taxonomy and classifications for species in which he created in the 1700’s and we still use

today.


LEARNING TARGETS


HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by

multiple lines of empirical evidence.

HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four

factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals

in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the

proliferation of those organisms that are better able to survive and reproduce in the environment.

HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an

advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1)

increases in the number of individuals of some species, (2) the emergence of new species over time, and (3)

the extinction other species.


LS4.A: Evidence of Common Ancestry and Diversity

Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many

overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the

DNA sequences of different organisms. Such information is also derivable from the similarities and differences in

amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1)

LS4.B: Natural Selection

Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a

population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to

differences in performance among individuals. (HS-LS4-2),(HS-LS4-3)

The traits that positively affect survival are more likely to be reproduced, and thus are more common in the

population. (HS-LS4-3)

LS4.C: Adaptation

Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number,

(2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an

environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the

ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-

LS4-2)

Natural selection leads to adaptation, which is, to a population dominated by organisms that are anatomically,

behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the

differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to

an increase in the proportion of individuals in future generations that have the trait and to a decrease in the

proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4)

Adaptation also means that the distribution of traits in a population can change when conditions change.

(HS-LS4-3)

Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the

expansion of some species, the emergence of new distinct species as populations diverge under different conditions,

and the decline–and sometimes the extinction–of some species. (HS-LS4-5),(HS-LS4-6)

Species become extinct because they can no longer survive and reproduce in their altered environment. If members

cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost. (HS-LS4-5)

LS4.D: Biodiversity and Humans Humans depend on the living world for the resources and other benefits provided by biodiversity. But human

activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat

destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that

ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth.

Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (HS-

LS4-6) (Note: This Disciplinary Core Idea is also addressed by HS-LS2- 7.)

ETS1.B: Developing Possible Solutions

When evaluating solutions, it is important to take into account a range of constraints, including cost, safety,

reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-LS4-6)

Both physical models and computers can be used in various ways to aid in the engineering design process.

Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a

problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client

about how a given design will meet his or her needs. (secondary to HS-LS4-6)


Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for

causality in explanations of phenomena. (HS-LS4-1),(HS-LS4-3)

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific

causes and effects. (HS-LS4- 2),(HS-LS4-4),(HS-LS4-5),(HS-LS4-6)

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will

continue to do so in the future. (HSLS4-1),(HS-LS4-4)


Technical Subjects:



text.






































21st Century Life and Career Skills:

SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS CAREER CLUSTER

9.3.ST‐SM.2 Apply science and mathematics concepts to the development of plans, processes and projects that

address real world problems.

9.3.ST‐SM.4 Apply critical thinking skills to review information, explain statistical analysis, and to translate,

interpret and summarize research and statistical data.

Science & Engineering Practices:

Analyzing and Interpreting Data

Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis,

the comparison of data sets for consistency, and the use of models to generate and analyze data. Apply concepts of

statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for

linear fits) to scientific and engineering questions and problems, using digital tools when feasible. (HS-LS4-3)

Using Mathematics and Computational Thinking Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic

thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and

logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple

computational simulations are created and used based on mathematical models of basic assumptions.

Create or revise a simulation of a phenomenon, designed device, process, or system. (HS-LS4-6)

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to

explanations and designs that are supported by multiple and independent student-generated sources of evidence

consistent with scientific ideas, principles, and theories.

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including

students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws

that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-

LS4-2),(HS-LS4-4)

Engaging in Argument from Evidence

Engaging in argument from evidence in 9-12 builds on K-8 experiences and progresses to using appropriate and

sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and

designed world(s). Arguments may also come from current or historical episodes in science.

Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments.

(HS-LS4-5)

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to

evaluating the validity and reliability of the claims, methods, and designs.

Communicate scientific information (e.g., about phenomena and/or the process of development and the design and

performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and

mathematically). (HS-LS4-1)


Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that

have been repeatedly confirmed through observation and experiment and the science community validates each

theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is

generally modified in light of this new evidence. (HS-LS4-1)

Unit Understandings Students will understand that…

● There are many theories, both past and present, which have explained how organisms change over time.

● The basic idea of theoretical biological evolution is that species that are present on Earth currently

developed from earlier, distinctly different species.

● After many years of experimentation and observation, Charles Darwin proposed the idea that species

originated through natural selection.

● Natural selection is a mechanism of change in populations.

● In a specific environment, individuals with certain traits are more likely to survive, reproduce, and pass

these traits on to their offspring.

● Evolution has been observed in the lab and in the field.

● Much of the evidence for evolution comes from studies of fossils, embryology, physiology, and

biochemistry.

● There are many patterns of evolution in nature. These patterns support the idea that natural selection is

an important mechanism of evolution.

● Although Aristotle developed the first classification system, Linnaeus laid the foundation for modern

classification systems by using structural similarities to organize species and by developing a binomial

naming system for species.

● Scientists use a two word system called binomial nomenclature to give species scientific names.

● Classification provides an orderly framework in which to study the relationships among living and

extinct species.

● Organisms are classified in a hierarchy of taxa: domain, kingdom, phylum or division, class, order,

family, genus and species.

● Biologists use similarities in body structures, breeding behavior, geographical distribution,

chromosomes, and biochemistry to determine evolutionary relationships.


● How does evolution occur through natural selection?

● Why is natural selection and heredity integral in the process of evolution?

● What are some of the ways scientists study evolutionary relationships among organisms?

● How does fossil, physiological, embryological, and biochemical evidence support Darwin’s theory of

evolution by natural selection?

● How can changes in populations lead to speciation and macroevolution?

● How can the theory of evolution through natural selection be used to explain the way in which a

particular organism came to be?

● Why is a classification system needed?

● How are organisms classified?

● How are dichotomous keys used to identify an organism?

● How do the major body plans of plants and animals exhibit evolutionary patterns?

Knowledge and Skills Students will know…

● Key definitions: analogous structures, artificial selection, camouflage, embryo, homologous structure,

mimicry, natural selection, vestigial structure, allelic frequency, convergent evolution, divergent

evolution, speciation, binomial nomenclature, class, classification, division, family, genus, kingdom,

order, phylum, taxonomy, cladistics, cladogram, eubacteria, fungi, phylogeny, protists.

● The four major categories of evidence for evolution.

● The meaning of a scientific name.

● The three domains and six kingdoms of organisms.



● Analyze how structural and physiological adaptations of organisms relate to natural selection.

● Summarize the effects of different types of natural selection on gene pools.

● Summarize the role of natural selection in convergent and divergent evolution.

● Interpret a phylogenetic tree.

● Construct a cladogram based on DNA evidence.

● Describe the distinguishing characteristics for the six kingdoms.

● Recognize and give examples of representative organisms from the Archaebacteria, Eubacteria, Protista,

Plantae, and Animalia Kingdoms.

● Identify organisms using a dichotomous key.


Assessment


● Is it fitter?- Formative Assessment

● Evidence for Evolution Laboratory assignment

● Lizard evolution analysis questions

● End of Unit Assessment:

● Students will identify organisms using a dichotomous key.

● Students will explain distinguishing characteristics of the six kingdoms.

Learning Activities


● Is it fitter?

● Evidence for Evolution Dry lab

● Peppered moth simulation

● Habitat Change Formative Assessment

● “How the cricket lost its song” activity

● Survival of the Sneakiest

● Classification Table analysis questions

RESOURCES

Teacher Resources:

● Textbook: Biology: The Dynamics of Life Textbook and Teachers Resource Materials, Chapter 15

● Online resources and videos

Equipment Needed:

Chromebooks


UNIT OVERVIEW


Unit Title: Cell Structure and Function


Unit Summary: This unit may be split up throughout the year. At this point students will know the difference

between prokaryotic and eukaryotic cells and the cell theory. Throughout the school year, students will be learning

about specific organelles within the cell. After molecular genetics, students will get into the other organelles not

discussed yet and build a cell model for assessment.

Cells are the foundation for all life forms. Birth, growth, development, death and all life functions begin as a

cellular process. This unit introduces cell structure and function.

Approximate Length of Unit: 3 weeks (content may be split up)

LEARNING TARGETS


Science: HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide



LS1.A: Structure and Function:




Developing and Using Models:




Technical Subjects:



text.








































9.3.12.AG‐ENV.4 Demonstrate the operation of environmental service systems (e.g., pollution control, water

treatment, wastewater treatment, solid waste management and energy conservation).




● There is a relationship between the structure of inorganic and organic molecules to their function in

cellular structure and metabolism.

● The cell is the basic unit of structure and function.

● Cells evolve over time.

● Living things are: made up of cells, reproduce, grow and develop, respond to stimuli, use materials and

energy, evolve, and adapt to their environment.

● The cell theory states that all living things are composed of cells, cells are the basic unit of structure and

function, and that new cells are produced by existing cells.

● Within the cell are specialized organelles for the transport of materials (cell membrane), energy

transformation (mitochondria), protein building (ribosomes), cellular control (nucleus), transport

(endoplasmic reticulum, golgi apparatus, cell membrane), energy capture (chloroplast), support (cell

wall in plants, fungi, and bacteria), cellular digestion (lysosomes), support (cytoskeleton).

● The levels of organization in multicellular organisms are individual cells, tissues, organs, and organ

system.

● Multicellular organisms exhibit the characteristics of division of labor, interdependence and

specialization.

● Cells in multicellular organisms develop in different ways to perform particular functions within the

organism.

Unit Essential Questions ● How do the similarities and differences in prokaryotic and eukaryotic cells provide evidence of their

evolutionary relationships?

● How can a cell which is so tiny control how well the human body works?

● There are a variety of contractors that work together to build a larger structure (e.g., architect,

electrician, and plumber). How do organisms interact in this way to build a structure that works

successfully?


● Key definitions: magnification, resolution, cell theory, cell membrane, cytoplasm, cytoskeleton,

ribosome, prokaryote, cell wall, flagellum, eukaryote, nucleus, organelle, cilium, phospholipid, lipid

bilayer, endoplasmic reticulum, vesicle, golgi apparatus, lysosome, mitochondrion, chloroplast, central

vacuole, compound microscope, electron microscope

● Parts of a microscope and how each part works.

● The cell theory and the scientists who contributed to it.



● Use a compound microscope to identify different parts in bacteria, animal, and plant cells.

● Compare prokaryotic and eukaryotic cells.

● Develop an analogy to describe prokaryotic and eukaryotic cell.

● Develop an analogy to explain how eukaryotic cells function.

● Identify essential organelles within cells and the functions.

● Explain how different parts of the cell work together to make life happen.


Assessment What evidence will be collected and deemed acceptable to show that students truly “understand”?

● Cell reading questions

● Prokaryotic and Eukaryotic station questions

● Microscope assessment

● Prokaryotic vs. Eukaryotic cell assessment

● How the Cell operates diagram and questions

● End of Unit Assessment: ● Students will create an edible cell model and assessment

Learning Activities


● Is it Made of Cells?

● Cell reading

● Prokaryotic and Eukaryotic cell packet

● Parts of a microscope diagram

● Laboratory: Onion, Elodea, and Cheek Cells

● Cells and Their Organelles/Parts

● How the Cell Operates

● Cell City

● Cell as a School

● Edible Cell model

RESOURCES

Teacher Resources: ● Textbook: Biology: The Dynamics of Life Textbook and Teachers Resource Materials, Chapter 7


Equipment Needed:

● Chromebooks, microscopes, slides, cover slips, onion, Elodea


UNIT OVERVIEW


Unit Title: Cell Transport and Homeostasis


Unit Summary: Students are introduced to the variety of ways that cells regulate the movement of materials across

the cell membrane and thereby maintain homeostasis despite changes in their environmental surroundings. Students

will also explode the theory of endosymbiosis.


LEARNING TARGETS


HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide


HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.





Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors,

allowing it to remain alive and functional even as external conditions change within some range. Feedback

mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside

the living system. (HS-LS1-3)





LS1-4)

Stability and Change

Feedback (negative or positive) can stabilize or destabilize a system. (HSLS1-3)





Planning and Carrying Out Investigations:

Planning and carrying out in 9-12 builds on K-8 experiences and progresses to include investigations that provide

evidence for and test conceptual, mathematical, physical, and empirical models.

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for

evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable

measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and

refine the design accordingly. (HS-LS1-3)

Connections to Nature of Science Scientific Investigations

Use a Variety of Methods

Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-

mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings.

(HS-LS1-3)


Technical Subjects:



text.








































9.3.12.AG‐ENV.4 Demonstrate the operation of environmental service systems (e.g., pollution control, water

treatment, wastewater treatment, solid waste management and energy conservation).

9.3.ST-SM.2 Apply science and mathematics concepts to the development of plans, processes and projects that





● Cells are enclosed in a semi permeable membrane that regulates their interactions with their

surroundings, including the transport of molecules into and out of the cell.

● Cellular function is maintained through the regulation of cellular processes in response to internal and

external conditions.

● All molecules within the plasma membrane have a certain structure for its function.

● Passive transport moves a substance with the concentration gradient and requires no energy from the

cell.

● Osmosis is the diffusion of water through a selectively permeable membrane that regulate.

● Active transport moves materials against the concentration gradient and requires energy to overcome the

flow or materials opposite the concentration gradient.

● Cell size is limited largely by the diffusion rate of materials into and out of the cell, the amount of DNA

available to program the cell’s metabolism, and the cell’s surface area-to-volume ratio.

● The theory of endosymbiosis is found in evidence dealing with the function of the plasma membrane

and different organelles within the cell.


● What mechanisms allow substances to cross membranes?

● What are the effects on a cell placed in hypotonic, hypertonic and isotonic solutions?

● What limits the size of a cell?

● What evidence is there for the endosymbiosis theory?


● Key Definitions: active transport, passive transport, endocytosis, exocytosis, facilitated diffusion,

hypertonic solution, hypotonic solution, isotonic solution, osmosis, concentration gradient, equilibrium,

turgor pressure, plasmolysis, carrier proteins.

● The difference between passive transport processes such as diffusion, facilitated diffusion, and osmosis

and active transport processes such as endocytosis and exocytosis.

● Why cell transport is vital to the survival of a cell.

● How equilibrium is established through the processes of cell transport.



● Observe the process of diffusion and determine the factors that affect the rate of diffusion through

several demonstrations.

● Predict the effect of a hypotonic, hypertonic, or isotonic solution on a cell.

● Analyze the results of an experiment where cells are placed in hypotonic and hypertonic solutions.

● Distinguish between endocytosis and exocytosis.

● Evaluate evidence dealing with the endosymbiosis theory.

● Calculate cell surface to volume ratios.


Assessment


● Plasma membrane reading and questions

● Plasma membrane models

● Homeostasis egg lab report

● Structure of the cell membrane quiz

● Comprehensive cell membrane and cell transport assessment that includes a combination of multiple

choice, short answer, and at least one open-ended response

● End of Unit Assessment: ● Students will distinguish between endocytosis and exocytosis.

● Students will calculate cell surface to volume ratios.

Learning Activities


● Plasma membrane reading and questions

● Plasma membrane and cell transport model and analysis questions

● Osmosis Worksheet

● Cell membrane and Cell transport web quest

● Egg Lab

● The Lives of Cell discussion questions

● Endosymbiosis Theory evidence discussion questions

● Cell surface area to volume ratio activity

RESOURCES

Teacher Resources:



Equipment Needed:

● Chromebooks, egg lab materials, modeling materials


UNIT OVERVIEW


Unit Title: Cell Reproduction


Unit Summary: How our somatic and sex cells reproduce through the process of mitosis and meiosis will be

explained and modeled. Cancer being a malfunction in mitosis will be described, and how other disorders could

arise in humans due to errors during meiosis.


LEARNING TARGETS


HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and

maintaining complex organisms.

HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the

instructions for characteristic traits passed from parents to offspring.

HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new

genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by

environmental factors.





Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors,

allowing it to remain alive and functional even as external conditions change within some range. Feedback

mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside

the living system. (HS-LS1-3)

All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the

instructions that code for the formation of proteins. (secondary to HS-LS3-1) (Note: This Disciplinary Core Idea is

also addressed by HS-LS1-1.)

LS3.A: Inheritance of Traits

Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular

segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an

organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different

ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions,

and some have no as-yet known function. (HS-LS3-1)

LS3.B: Variation of Traits

In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division),

thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly

regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic

variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2)

Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a

population. Thus the variation and distribution of traits observed depends on both genetic and environmental

factors. (HS-LS3-2),(HS-LS3-3)

LS1.B: Growth and Development of Organisms

In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the

organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many

cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both

daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of

systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4)





LS1-4)

Stability and Change

Feedback (negative or positive) can stabilize or destabilize a system. (HSLS1-3)

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes

and effects. (HS-LS3-1),(HS-LS3-2)

Scale, Proportion, and Quantity

Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another

(e.g., linear growth vs. exponential growth). (HSLS3-3)


Science is a Human Endeavor

Technological advances have influenced the progress of science and science has influenced advances in technology.

(HSLS3-3)

Science and engineering are influenced by society and society is influenced by science and engineering.

(HS-LS3-3)





Asking Questions and Defining Problems

Asking questions and defining problems in 9-12 builds on K-8 experiences and progresses to formulating, refining,

and evaluating empirically testable questions and design problems using models and simulations.

Ask questions that arise from examining models or a theory to clarify relationships. (HS-LS3-1)

Analyzing and Interpreting Data Analyzing data in 9-12 builds on K-8 experiences and progresses to introducing

more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and

analyze data.

Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and

correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when

feasible. (HS-LS3-3)

Planning and Carrying Out Investigations:

Planning and carrying out in 9-12 builds on K-8 experiences and progresses to include investigations that provide

evidence for and test conceptual, mathematical, physical, and empirical models.

Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for

evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable

measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and

refine the design accordingly. (HS-LS1-3)

Connections to Nature of Science Scientific Investigations

Use a Variety of Methods

Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-

mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings.

(HS-LS1-3)


Technical Subjects:



text.












































9.3.HL-BRD.1 Summarize the goals of biotechnology research and development within legal and ethical protocols.


● Cellular function is maintained through the regulation of cellular processes in response to internal and

external conditions.

● Cells divide through the process of mitosis, resulting in daughter cells that have the same genetic

composition as the original cell.

● The life cycle of a cell is divided into two general periods. A period of active growth and metabolism,

known as interphase, and a period that leads to cell division known as mitosis.

● Mitosis is divided into four phases: prophase, metaphase, anaphase, and telophase.

● Cancer is caused by genetic and environmental factors that change the genes that control the cell cycle.

● Mutations in somatic (body) cells affect only the individual and may result in cancer.

● In meiosis, one diploid (2n) cell produces four haploid (n) cells, providing a way for offspring to have

the same number of chromosomes as their parents.

● Crossing over allows for the exchange of genetic information between homologous chromosomes and

occurs during Prophase I of meiosis.

● Random assortment and crossing over during meiosis provide for genetic variation among the members

of a species.

● The outcome of meiosis may vary due to non-disjunction which can create disorders.

● Nondisjunction may result in an abnormal number of chromosomes. Abnormal numbers of autosomes

are usually lethal. Down Syndrome is an example of a genetic disease caused by nondisjunction.

● A karyotype can identify unusual numbers of chromosomes in an individual.


● How do cells divide to produce daughter cells that have the same genetic material as the original cell?

● How are the events of the cell cycle of a normal cell different from the events of a cancer cell?

● How is genetic information passed from one generation to the next during sexual reproduction?

● How does meiosis maintain a constant number of chromosomes within a species?

● How does meiosis lead to variation in species?

● How do errors in meiosis lead to genetic abnormalities?



● Key Definitions: anaphase, cell cycle, centriole, centromere, chromatin, chromosome, cytokinesis,

interphase, metaphase, mitosis, prophase, sister chromatid, spindle, telophase, cancer, gene, pollination,

trait, zygote, crossing over, diploid, haploid, egg, sperm, genetic recombination, homologous

chromosomes, meiosis, nondisjunction, sexual reproduction, fertilization, gamete.

● The events of the cell cycle and its importance.

● Why cells may become cancerous and how cancerous cells go through the cell cycle differently than

healthy cells.



● Discuss the importance of the mitotic cycle.

● Distinguish between the process of cellular growth (cell division) and development (differentiation).

● Identify stages of the cell cycle through models.

● Demonstrate the significance of DNA replication to the cell cycle in both prokaryotes and eukaryotes.

● Compare and contrast the organization of DNA in prokaryotic and eukaryotic cells.

● Distinguish between the events of a normal cell cycle and the abnormal events that result in cancer.

● Manipulate a model to demonstrate the events that occur in the various stages of meiosis, crossing over,

and nondisjunction.

● Analyze how meiosis maintains a constant number of chromosomes within a species.


Assessment


● Cell size during the cycle graph questions

● Put cells in order do now assessment

● Mitosis sequencing

● Mitosis assessment

● Mitosis models & questions

● Mitosis/Meiosis comparison chart

● Meiosis modeling

● Mitosis/Meiosis comparison assessment

● End of Unit Assessment: ● Students will distinguish between the events of a normal cycle and the abnormal

events resulting in cancer.

● Students will compare and contrast the organization of DNA in prokaryotic and

eukaryotic cells.

Learning Activities


● Baby to Teen Activity

● Identifying the Stages of Mitosis in an Onion Root Tip Laboratory

● Introduction to Mitotic Cells Internet Activity (http://bio.rutgers.edu/~gb101/lab2_mitosis/index2.html)

● Cell Cycle Diagram

● Mitosis Webquest

● Meiosis Webquest

● Cell Cycle models- Students develop their own models.

● Cancer presentation & revisions to models to display cancer

● Stem Cell Article project

● Diagrams comparing Mitosis and Meiosis

● Modeling Meiosis and nondisjunction

RESOURCES

Teacher Resources:

● Textbook: Biology: The Dynamics of Life Textbook and Teachers Resource Materials, Chapter 8 and

10


Equipment Needed:

● Chromebooks, modeling materials


UNIT OVERVIEW


Unit Title: Nucleic Acids and Protein Synthesis


Unit Summary: In this unit, the structure of DNA and the replication process are presented. Transcription and

translation are explained, diagramed, and modeled. Various types of mutations are described.


LEARNING TARGETS


Science: HS. LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of

proteins which carry out the essential functions of life through systems of specialized cells.





































LS1-4)

Cause and Effect








Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-

generated evidence. (HS-LS3-2)






Technical Subjects:



text.













































Unit Understandings


● DNA is the genetic material of all organisms and is found in the nucleus of our cells.

● DNA is a type of nucleic acid and is composed of four kinds of nucleotides. Each nucleotide consists of

a sugar, phosphate, and a nitrogen base. The nitrogen bases present in DNA are adenine, thymine,

cytosine, and guanine.

● A DNA molecule is shaped like a double helix which means it resembles a twisted ladder. It consists of

two strands of nucleotides with sugars and phosphates making up the backbone of the molecule. These

parts are found towards the outside of the molecule. The nitrogen bases are bonded together on the

inside of the molecule.

● The nucleotides in DNA follow a base pairing rule. Guanine always pairs with cytosine and adenine

always pairs with thymine. Because of this, DNA can replicate itself with great accuracy.

● Genes are small sections of DNA.

● Most sequences of three base pairs in the DNA of a gene code for a single amino acid in a protein.

● Messenger RNA is made during the process of transcription. DNA is used as a template to code for the

order of nucleotides in an mRNA molecule. This process takes place in the nucleus.

● Translation is the process in which an mRNA molecule is used as a template to code for the order of

amino acids in a protein. This process takes place in a ribosome.

● A mutation is a change in the nucleotide base sequence of DNA.

● Mutations can affect one gene or an entire chromosome.

● Mutations in sex cells affect future generations by producing offspring with new characteristics.

● Enzymes are a type of protein made by the instructions in DNA.

● Enzymes are catalysts for reactions that happen within organisms.


● How does the structure of DNA enable it to reproduce itself accurately?

● How does a change in DNA in a somatic cell affect an organism?

● How can a change in DNA in a sex cell affect the offspring of an organism?

● How is a sequence of nucleotides in DNA transcribed and translated to synthesize a protein?

● How does enzyme function impact organisms?


● Key definitions: DNA replication, double helix, nitrogen bases, codon, mRNA, tRNA, rRNA,

transcription, translation, gene, chromosomal mutation, frameshift mutation, mutagen, mutation, point

mutation, somatic cells, enzyme, substrate, product, denaturing agent.

● The contributions of Alfred Hershey, Martha Chase, James D. Watson, Francis Crick, Erwin Chargaff,

and Rosalind Franklin in the discovery and understanding of the structure of DNA.

● The shape and parts of a DNA molecule.

● The shape and parts of an RNA molecule.

● The base pairing rules for a molecule of DNA.

● How DNA codes for different proteins in organisms, especially enzymes.

● The impact different environmental factors have on enzyme function.



● Create a model of a DNA molecule and demonstrate how it replicates.

● Relate the concept of genes to the sequences of nucleotides in DNA.

● Sequence the steps involved in protein synthesis.

● Compare and contrast the effects of different kinds of mutations on cells and organisms.

● Describe the central dogma.

● Model enzyme function and explain what causes enzymes to denature.


Assessment What evidence will be collected and deemed acceptable to show that students truly “understand”?

● DNA models and questions

● Computer simulations

● Designing an organism based on DNA

● DNA structure assessment

● Enzyme modeling and questions

● Enzyme lab report

● End of Unit Assessment: Molecular Genetics assessment

● Students will compare and contrast the effects of different kinds of mutations on

cells and organisms.

● Students will explain what causes enzymes to denature.

Learning Activities


● Strawberry DNA extraction lab

● Nucleic Acid Close Reading

● DNA models

● Transcription & Translation Coloring Activity

● Traits of an Ice Cream Sundae Project

● Snork Activity

● Mutations sheet

● Enzyme Close Reading

● Enzyme models

● Enzyme lab experiment

RESOURCES

Teacher Resources:



Equipment Needed:

● Chromebooks, modeling materials, lab experiment materials


UNIT OVERVIEW


Unit Title: Mendelian Genetics


Unit Summary: This unit introduces genetics through a historical presentation of Gregor Mendel’s work. The

focus will be probability of producing offspring with certain traits based on the parents.


LEARNING TARGETS







HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits

in a population.

















Cause and Effect















Technical Subjects:



text.









































address real world problems. 9.3.ST‐SM.4 Apply critical thinking skills to review information, explain statistical analysis, and to translate,



Unit Understandings


● Genes are located on chromosomes and exist in alternate forms called alleles.

● Mendel formulated the Law of Segregation to explain the masking of a recessive trait in the F1

generation and its reappearance in the F2 generation when parents who were pure for the each of the

traits were crossbred.

● Mendel formulated the Law of Independent Assortment to explain that two traits are inherited

independently.

● Events in genetics are governed by the laws of probability. A Punnett Square is a tool that can be used to

determine the probability of a certain genotype and/or phenotype being inherited by an individual.

● All genes on a chromosome are linked and are inherited together. It is chromosomes rather than the

individual genes that are assorted independently.


● What two laws resulted from Gregor Mendel’s research and experiments with garden pea plants?

● How is a Punnett Square used to predict the possible outcomes for offspring of a genetic cross?

● How are Mendel’s laws of heredity related to the events of meiosis?



● Key definitions: allele, dominant, recessive, genetics, genotype, phenotype, heredity, heterozygous,

homozygous, hybrid, law of independent assortment, law of segregation, trait, monohybrid cross,

dihybrid cross, P generation, F1 generation, F2 generation, heredity, genetics, testcross.

● How to calculate probability of a specific trait in the offspring based on parental genotypes.

Performance Expectations


● Relate Mendel’s two laws to the results he obtained in his experiments with garden peas.

● Analyze Punnett Squares for monohybrid and dihybrid crosses to determine the probability of certain

genotypes and/or phenotypes being inherited by an individual.

● Relate Mendel’s two laws of heredity to the events of meiosis.

● Model inheritance patterns through diagrams.


Assessment


● EOC Biology 2010 Operational Performance Task Tom Ato’s New Crop

● Baby mice formative assessment

● Mendel monohybrid assessment

● Probability Lab questions

● Plant genetics problem

● End of Unit Assessment:

● Students will model inheritance patterns through diagrams.

● Students will analyze Punnett squares for crosses to determine the probability of

certain genotypes and/or phenotypes being inherited by an individual.

Learning Activities


● Lesson 6.2 Critical Reading

● Monohybrid Cross Worksheet

● Guinea Pig problem

● Probability Lab

● Plant problem

● Dihybrid Crosses and Mendel’s Laws of Inheritance

RESOURCES

Teacher Resources:



Equipment Needed:

● Chromebooks, probability lab materials


UNIT OVERVIEW


Unit Title: Inheritance Patterns and Human Genetics


Unit Summary: This unit examines non-Mendelian heredity patterns and the principles of human genetics. These

inheritance patterns include codominance, incomplete dominance, blood types, sex-linked traits, and polygenic

traits.


LEARNING TARGETS







HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits

in a population.

















Cause and Effect















Technical Subjects:



text.













































● Some alleles can be expressed through incomplete dominance or codominance.

● There may be multiple alleles for one trait.

● A pedigree is a family tree of inheritance.

● Most human genetic disorders are inherited as rare recessive alleles, but a few are inherited as dominant

alleles.

● There are some genes that are inherited as polygenic traits where many genes interact to produce one

trait.

● The majority of human traits are controlled by multiple allele or polygenic inheritance. The inheritance

patterns of these traits are highly variable.

● Cells have matching pairs of homologous chromosomes called autosomes that code for all the traits of

an organism except sex.

● Sex chromosomes contain genes that determine the sex of an individual.

● Sex-linked traits are determined by the inheritance of sex chromosomes. X-linked traits are usually

passed from carrier females to their male offspring.

● Nondisjunction may result in an abnormal number of chromosomes. Abnormal numbers of autosomes

are usually lethal. Down Syndrome is an example of a genetic disease caused by nondisjunction.

● A karyotype can identify unusual numbers of chromosomes in an individual.


● How can a pedigree be used to determine the likelihood that a trait is being carried and/or may be

inherited by an individual?

● How do traits expressed through incomplete dominance or codominance inheritance patterns effect the

outcome of a phenotype in an individual?

● What role does multiple allelic and polygenic inheritance play in the diversity of human genotypes and

phenotypes?

● Why are sex-linked traits more likely to result in female offspring being carriers while male offspring

are affected?

● Why are sex-linked traits likely to be passed from mothers to their sons?

● How can a karyotype be interpreted to detect chromosomal abnormalities?



● Key definitions: carrier, fetus, pedigree, autosome, codominant alleles, incomplete dominance, multiple

alleles, polygenic inheritance, sex chromosome, sex-linked traits, karyotype.

● Common human genetic disorders that are caused by the inheritance of recessive alleles.

● Common codominant, multiple allelic, sex-linked, and polygenic traits in humans and other organisms.



● Interpret a pedigree.

● Distinguish between alleles for incomplete dominance and codominance.

● Analyze the pattern of inheritance for human blood type, the multiple allelic trait.

● Analyze the pattern of inheritance for sex-linked traits.

● Distinguish between conditions that result from extra autosomal or sex chromosomes.

● Analyze a karyotype for chromosomal abnormalities.


Assessment


● Multiple inheritance word problems

● Sex-linked lab questions

● End of Unit Assessment: Non-Mendelian assessment ● Students will distinguish between alleles for incomplete dominance and

codominance.

● Students will analyze the pattern of inheritance for human blood type, the

multiple allelic trait, and sex-linked traits.

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results? ● Incomplete Dominance and Codominance Practice problems

● Sex-linked trait word problems

● Kim and Kanye Sex-linked Genetics Lab Activity

● Pedigree Reading and Questions

● Modeling a pedigree

RESOURCES

Teacher Resources:

● Textbook: Biology: The Dynamics of Life Textbook and Teachers Resource Materials, Chapter


Equipment Needed:



UNIT OVERVIEW


Unit Title: Genetic Technology


Unit Summary: This unit describes selective breeding, DNA technology, and the Human Genome Project. This

unit includes all the ways humans have advanced its technology using DNA.


LEARNING TARGETS


HS. LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of

proteins which carry out the essential functions of life through systems of specialized cells.







LS1.1: Structure and Function

Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1)

All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the

instructions that code for the formation of proteins. (secondary to HS-LS3-1) (Note: This Disciplinary Core Idea is

also addressed by HS-LS1-1.)
















Cause and Effect











LS1-1)









Technical Subjects:



text.












































9.3.HL‐BRD.1 Summarize the goals of biotechnology research and development within legal and ethical protocols.


● Plant and animal breeders selectively breed organisms with a desirable trait which increases the

frequency of a desired allele in a population.

● Scientists have developed methods to move genes from one species into another.

● Transgenic organisms can make the genetic products of other organisms using the foreign DNA.

● Bacteria, plants, and animals can be genetically engineered to be of increased use to humans.

● Gene cloning can be done by through gene splicing into bacteria or through a polymerase chain reaction.

● Many species of animals have been cloned. The first cloned mammal was a sheep.

● The Human Genome Project has sequenced the chromosomal DNA of the human genome. Efforts are

underway to determine the location for every gene.

● DNA fingerprinting can be used to identify individuals.

● Gene therapy technology can be used to treat genetic disorders


● How can selective breeding affect the gene pool of a species?

● How can a gene be removed from one species and inserted into the genome of another?

● How are proteins produced from foreign DNA inserted into a transgenic organism?

● Why was/is the polymerase chain reaction an important laboratory technique used in the advancement of

genetic engineering?

● How might the Human Genome Project be used to cure genetic disorders through gene therapy?

● How is gel electrophoresis used to create a DNA fingerprint that can identify a single individual and his

or her kin?

● What are some of the major bioethical issues related to genetic technology?


● Key definitions: inbreeding, clone, genetic engineering, plasmid, recombinant DNA, restriction

enzymes, transgenic organism, vector, gene therapy, human genome, DNA fingerprinting.

● The steps used to engineer transgenic organisms.

● The applications and benefits of genetic engineering



● Evaluate the importance of plant and animal breeding to humans.

● Analyze how completely mapping and sequencing the human genome will advance the human race.

● Describe how recombinant DNA is formed and the uses behind it.


Assessment


● EOC Biology 2010 Operational Performance Task Tom Ato’s New Crop

● Written and oral responses to academic prompts

● Recombinant DNA models and questions

● Biotechnology Close Reading

● End of Unit Biotechnology Assessment

● Students will analyze and explain how mapping and sequencing the human

genome will advance the human race.

● Students will explain how recombinant DNA is formed and its uses.

Learning Activities


● Recombinant DNA videos and questions

● Recombinant DNA models and questions

● Biotechnology Close Reading

● DNA fingerprinting activity

● Biotechnology presentation

RESOURCES

Teacher Resources:



Equipment Needed:



UNIT OVERVIEW


Unit Title: Viruses and Bacteria


Unit Summary: This unit introduces students to the forms and characteristics of viruses and to the structures,

ecology, and the importance of bacteria. Students will also gain understanding of natural selection and bacterial

antibiotic resistance.


LEARNING TARGETS


HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four

factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a

species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of

those organisms that are better able to survive and reproduce in the environment.

HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an

advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of

populations.

Disciplinary Core Ideas

LS4.B: Natural Selection

Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a

population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to

differences in performance among individuals. (HS-LS4-2),(HS-LS4-3)

The traits that positively affect survival are more likely to be reproduced, and thus are more common in the

population. (HS-LS4-3) LS4.C: Adaptation

Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number,

(2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an

environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the

ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-

LS4-2)

Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically,

behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the

differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to

an increase in the proportion of individuals in future generations that have the trait and to a decrease in the

proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4)

Adaptation also means that the distribution of traits in a population can change when conditions change.

(HS-LS4-3)

Cross Cutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for

causality in explanations of phenomena. (HS-LS4-1),(HS-LS4-3)

Cause and Effect


and effects. (HS-LS4- 2),(HS-LS4-4),(HS-LS4-5),(HS-LS4-6)

Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural

Systems

Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will

continue to do so in the future. (HSLS4-1),(HS-LS4-4)

Science and Engineering Practices

Analyzing and Interpreting Data

Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and

correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when

feasible. (HS-LS4-3)





LS4-2),(HS-LS4-4)


Technical Subjects:



text.












































9.3.HL‐BRD.1 Summarize the goals of biotechnology research and development within legal and ethical protocols.

Unit Understandings


● Pathogens are defined as disease causing agents that can enter the human body and multiply to create

infection.

● Bacteria are pathogens that produce disease in one or two general ways.

● Some bacteria damage cells by breaking down the cell for food, while other release toxins (poisons) that

travel throughout the body interfering with normal biological activities.

● Like bacteria, viruses produce disease by disrupting the body’s normal equilibrium.

● Once a virus is inside a host cell, two different processes may occur.

● The virus may attack the host by producing a lytic or lysogenic infection.

● Antibiotics are compounds that kill bacteria without harming human cells.

● Antibiotics have no effect on viruses.

● Antiviral drugs have been developed to fight certain viral diseases.

● Antiviral drugs inhibit the ability of viruses to invade and multiply in living cells.

● Through natural selection bacteria can become antibiotic resistant.


● How do pathogens multiply and cause disease in the human body?

● How do bacteria cause disease?

● How do pathogens disrupt human homeostasis?

● How do viruses replicate?

● What are the lytic and lysogenic cycles of viruses?

● How do antivirals work to destroy viruses?

● What are some major human bacterial and viral diseases that are of historical significance?

● How can bacteria become resistant to antibiotics?


● Key definitions: bacteriophage, capsid, host cell, lysogenic cycle, lytic cycle, pathogen, retrovirus,

viroid, virus, binary fission, chemosynthesis, conjugation, endospore, nitrogen fixation, obligate aerobe,

obligate anaerobe, toxin

● The three shapes of bacteria.

● Major diseases caused by bacteria and viruses.

● How to determine if a disease is bacterial or viral.

● Bacteria are pathogens that reproduce disease in one or two general ways.

● How antibiotics can recognize a specific bacteria and stop their reproduction.

● Basic viral structure.

● Viruses produce diseases by disrupting cell metabolism.



● Describe basic bacterial structure.

● Describe binary fission.

● Describe basic viral structure.

● Model how different viruses form.

● Describe the important roles bacteria play in organisms and in the environment.

● Use evidence to determine if a disease is bacterial or viral.


Assessment


● Virus or Bacteria formative assessment

● Virus models and analysis questions

● Bacteria laboratory report

● End of Unit Assessment: Comparing bacteria and virus unit assessment

● Students will explain whether a disease is bacterial or viral using evidence.

● Students will explain the structure of viruses.

● Students will explain the role of bacteria in organisms and the environment.

Learning Activities


● Triclosan and Bacterial growth laboratory (teacher may decide to do this early in the school year)

● Bacteria or Virus Evidence Activity

● Comparing bacteria and viruses Venn Diagrams

● Presentation on how bacteria and viruses impact other cells

● Presentation comparing the different modes of reproduction

● Modeling how new viruses form and analysis questions

RESOURCES

Teacher Resources:



Equipment Needed:

● Chromebooks, virus modeling materials

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