academic lab & honors lab biology€¦ · organisms interacting with one another and the...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SCIENCE DEPARTMENT

ACADEMIC LAB & HONORS LAB BIOLOGY

Grade Level: 9

Credits: 5

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 29, 2016

SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING

APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS

APPENDIX B: ASSESSMENT EVIDENCE

APPENDIX C: INTERDISCIPLINARY CONNECTIONS

https://docs.google.com/document/d/1mEcdd5YsukZgMjnuU4GLQbRsGh-qzbT5eC0sUSt3M0o/edit?usp=sharing

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education Mr. Heshy Moses, President

Mrs. Jennifer Sutera, Vice President Mr. Vincent Accettola

Mr. William Bruno Mrs. Elizabeth Canario

Mr. Samuel Carollo Mrs. Amy Fankhauser

Mrs. Kathie Lavin Mr. Michael Messinger

Central Administration Mr. Charles Sampson, Superintendent

Dr. Nicole Hazel, Chief Academic Officer Dr. Jeffrey Moore, Director of Curriculum and Instruction

Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction

Curriculum Writing Committee Ms. Barbara Biedrawa Ms. Brittany Deutsch

Ms. Elizabeth Fletcher Mr. Joseph Fritsche Mr. David Kretzmer

Ms. Lisa Rizzo-Troxell

Supervisors Ms. Deana Farinick

Ms. Kim Fox Mr. Brian Post

Ms. Marybeth Ruddy Ms. Denise Scanga

LAB BIOLOGY

COURSE PHILOSOPHY Scientific study involves asking questions, defining problems, investigating, analyzing and interpreting data, constructing explanations, and communicating information from gathered evidence. Biological studies will engage students in understanding their connection to the diversity of living organisms, the interaction with living and non-living environments, and the complexity of life in order to make scientifically informed decisions related to their own health and the health of planet Earth. As a fundamental science in the high school curriculum, biology students will engage in an interdisciplinary approach utilizing reading, writing, mathematical processes, and engineering solutions to solve real-world problems. The study of biology exposes students to additional college and career opportunities in science, technology, engineering and math (STEM) fields. Scientific and life skills will be nurtured and promoted to yield informed and productive 21st century citizens.

COURSE DESCRIPTION In Laboratory Biology, students will construct claims, collect evidence, and provide explanations of the biological phenomena. Through scientific inquiry, students will deepen their understanding of biology. Students will approach inquiry and experimentation as problem solvers with the ability to design experiments, collect and analyze data, and formulate conclusions based on evidence. They will have the opportunity to analyze and model life processes in order to justify possible solutions to problems. Students will interpret the structure and function of cells to discover the importance of maintaining balance within living systems. Students will also explore the importance of heredity and evolution for the continuation of species and discover the causes and impact of variation within species. Students will investigate how life on Earth equates to all

organisms interacting with one another and the environment.

COURSE SUMMARY

COURSE GOALS CG1: Students will draw conclusions about the connections between essential life processes and everyday situations. CG2: Students will analyze how the interaction within ecosystems is crucial to create and maintain sustainability and balance of life on Earth. CG3: Students will interpret and analyze data to support claims, formulate relevant and factually- based arguments or conclusions, and communicate them to others.

COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS CEU1: A hierarchy of organization exists within living things in order for life’s processes to take place.

CEQ1a: How can a cell which is so tiny control how well the human body works? CEQ1b: 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?

CEU2: Heredity plays a role in biodiversity in that gene expression can be influenced by the environment and altered by mutations.

CEQ2a: If children are a blueprint of their parents, then why can they be so different? CEQ2b: How can a mutation of genes still be a pattern of inheritance?

CEU3: Advantageous inherited traits lead to adaptations that help to drive biodiversity and provide evidence for the relationships among all species.

CEQ3a: There is a saying “survival of the fittest”; is that still true today? CEQ3b: Are we still evolving? Is life still evolving? CEQ3c: How are all species connected?

CEU4: All interactions among organisms and their environment are essential for maintaining the sustainability of ecosystems.

CEQ4a: Why does the success of every species matter? CEQ4b: How is all life interconnected?

CEU5: There is more to the study of biology than just content; one must be able to define problems, analyze data, develop possible solutions with a supporting argument, and improve upon designs.

CEQ5: Why is the study of biology more than just facts?

UNIT GOALS & PACING

UNIT TITLE UNIT GOAL RECOMMENDED

DURATION

Unit 1: Organization of Life

LG1: Students will interpret the relationships between the roles of organic molecules to perform cellular processes within organisms. LG2: Students will model, investigate, and communicate the relationship between the cell and living systems.

10 weeks

Unit 2: Heredity Inheritance and

Variation of Traits

LG1: Students will create models, make claims, observe patterns, and draw the conclusion that traits are controlled by variable hereditary information which is passed on to the next generation. LG2: Students will engage in scientific argumentation using appropriate and sufficient evidence concerning new combinations of traits/variations and the source of the variations.

9 weeks

Unit 3: Evolution

LG1: Students will analyze empirical evidence that provides verification of biological evolution through the comparisons of the fossil records, genetics, anatomy, and embryology amongst multiple lines of descent. LG2: Students will use natural selection to predict inheritance of specific adaptive advantages within a population in an ever-changing environment.

5 weeks

Unit 4: Ecosystems: Interactions, Energy,

and Dynamics

LG1: Students will evaluate the interdependence of ecological relationships and interactions among organisms in ecosystems including matter and cyclic patterns. LG2: Students will analyze and evaluate humanity's impact on the environment and ecological sustainability and draw conclusions about how to maintain balance in ecosystems.

7 weeks

Unit 5: Applications of Biology

Students will study, research, analyze, and communicate a topic of interest related to previous units. 3 weeks

.

LAB BIOLOGY SUGGESTED DURATION:

UNIT 1: Organization of Life 10 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS LG1: Students will interpret the relationships between the roles of organic molecules to perform cellular processes within organisms. LG2: Students will model, investigate, and communicate the relationship between the cell and living systems. UNIT LEARNING SCALE: LG1

4 In addition to score 3 performances, the student can analyze scenarios, make predictions, and form conclusions by making connections between the structure and function of organic molecules and their effect on the biological systems of organisms.

3

The student can:

differentiate the roles of the four biomolecules;

investigate the role of each biomolecule within living systems; and

discuss and interpret real-world scenarios pertaining to the role of macromolecules within homeostatic environments.

2

The student can: identify the roles of the four biomolecules;

distinguish each biomolecule by identifying the role each biomolecule within living systems; and

use context clues to interpret real-world scenarios pertaining to the role of macromolecules within homeostatic environments.

1 The student needs assistance in order to reach the learning goal(s).

0 Even with assistance, the student does not exhibit understanding of the performances listed in score 3.

UNIT LEARNING SCALE: LG2 4 In addition to the score 3 performances, the student can apply concepts of cellular function to analyzing real-world diseases and/or health concerns.

3

The student can:

differentiate between prokaryotic and eukaryotic cells emphasizing major functions for cell survival and justify their reasoning;

analyze the role of cells in the development of different levels of organization from tissues to organisms; and

assess a real-world scenario whereby cell function plays an important role in homeostasis for an organism.

2

The student can:

distinguish between prokaryotic and eukaryotic cells;

compare the role of cells in the development of different levels of organization from tissues to organisms; and

identify patterns within a real-world scenario whereby cell function plays an important role in homeostasis for an organism.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS CEU1: A hierarchy of organization exists within living things in order for life’s processes to take place.


ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS CEU5: There is more to the study of biology than just content; one must be able to define problems, analyze data, develop possible solutions with a supporting argument, and improve upon designs.


COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

LG1, 2 EU1, 5 EQ 1a, 1b, 5 RST.9-10.3, 5, 7, 8, 9 WHST.9-10.1a, b, c HS-LS1-1, 2, 3, 4, 6, 7 HS-ETS 2, 3 DOK 4

TCA: Homeostasis/Cellular Transport OR Homeostasis/Biochemical Enzymes - Students will write an analysis of a laboratory experience pertaining to cell tonicity (e.g., lab gummy bear, dialysis tubing, egg) or enzyme properties and reactions. The analysis must include multiple representations of the data, domain specific vocabulary, an explanation of experimental error, and possible experimental design changes that would be beneficial.

LG1, 2 EU1, 3, 4, 5 EQ 1a, 1b, 3b, 4a, 5 RST.9-10.3, 5, 7, 8, 9 WHST.9-10.1a, b, c HS-LS1-1, 2, 3, 4, 6, 7 HS-ETS 2, 3 DOK 4

Students will produce a multi-media presentation that includes a scenario, the details of homeostatic control, and the physiological changes in the body due to a health concern or bodily functions (e.g., cystic fibrosis, drugs effect on nervous system, diabetes and glucose regulation, multiple sclerosis, the effects of exercise on cell respiration, breathing and heart rate). Students will: identify control mechanisms as they relate to their scenario; convey the physiological changes taking place in the body as a result of the external stimuli; and identify the parts of the body that work to bring about homeostasis, including the stimuli, the receptors in the body, the control center, the effectors, and the response of the body. Students will present their presentation and answer questions and explain their findings.

TARGETED STANDARDS DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE hierarchical systems

Create diagrams or models to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms (DOK 3) Model the specific functions of a multicellular organism’s hierarchical organization (DOK 3)

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

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).

WHST.9-10.1.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.

http://www.corestandards.org/ELA-Literacy/RST/9-10/5/

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE antibiotics cell theory cell types cellular organization characteristics of life microscopy pathogens plant (autotrophic) vs. animal (heterotrophic) vaccines

Create an explanation based on evidence that the characteristics of life define an entity as a living organism (DOK 2)

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.

WHST.9-10.1.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.

Conduct an investigation that demonstrates the maintenance of homeostasis within an organism through the use of feedback systems (DOK 2)

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

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.

Analyze steps taken to contain and treat diseases caused by harmful pathogens (DOK 2)

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

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.

acid and bases bonding chemical reactions energy enzymes inorganic/organic molecules mixtures water properties

Explain the relationship between biomolecules and their properties (DOK 1)

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




Identify and describe the evidence to construct an explanation of the importance of a balanced diet to ensure proper body system function (DOK 3)

HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

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.9-10.1.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.

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE (same as above) Collect evidence necessary to propose methods of

alternate nutrition to sustain life functions (DOK 3) HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

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.

WHST.9-10.2.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.

cell membrane properties cellular transport concentration gradient tonicity

Explain membrane structures and functions (DOK 2) Model the movement of molecules across membrane (DOK 3) Investigate and provide evidence of organisms’ feedback systems maintaining a stable internal environment (DOK 3)

HS-LS1-3 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 (through negative feedback) what is going on inside the living system.


Design a model of the cell membrane that explains the movement of molecules across membranes with membrane structure and function (DOK 3)

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.



http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/a/


UNIT 2: Heredity Inheritance and Variation of Traits 9 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS LG1: Students will create models, make claims, observe patterns, and draw the conclusion that traits are controlled by variable hereditary information which is passed on to the next generation. LG2: Students will engage in scientific argumentation using appropriate and sufficient evidence concerning new combinations of traits/variations and the source of the variations.

UNIT LEARNING SCALE LG1

4

In addition to score 3 performances, the student can:

critique peer’s models to determine errors;

prove patterns of inheritance utilizing student generated evidence; and

apply cell division concepts to determine the cause and effects of non-disjunction.

3

The student can:

use models of DNA to formulate questions and clarify the cause and effect relationships between DNA, proteins, and resulting traits;

revise and evaluate claims based on observable patterns of heredity; and

develop a logical argument that cell division is necessary for reproduction, growth, and development.

2

The student can:

develop a model of DNA and interpret the cause and effect relationships between DNA, proteins, and resulting traits;

identify observable patterns of inheritance; and

compare and contrast the results of cell division.



UNIT LEARNING SCALE LG 2 4 In addition to score 3 performances, the student can design a method to utilize genetic technology to benefit society.

3

The student can:

cite evidence that supports sources of genetic variability;

construct an explanation for how/why cell division, fertilization, mutation, and environmental factors are the sources of genetic variability;

predict an outcome of a genetic mutation; and

evaluate the usefulness of genetic modification of organism to benefit society.

2

The student can:

infer mechanisms that create sources of genetic variability;

identify mechanisms that make fertilization, mutation, and environmental factors sources of genetic variability;

infer an outcome of a genetic mutation; and

determine the possible usefulness of biotechnology.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS CEU2: Heredity plays a role in biodiversity in that gene expression can be influenced by the environment and altered by mutations.




COMMON ASSESSMENT


LG 1, 2 EU 2, 5 EQ 2a, 2b, 5 RST.9-10.1, 8 WHST.9-10.1a, 1b HSLS1-1, 4 HS-LS3-1, 2, 3 HS-ETS 1-3 DOK 4

TCA: Genetics - Students will write an analysis of a laboratory experience, authentic or virtual, pertaining to genetics of biotechnology. The analysis must include multiple representations of the data, domain specific vocabulary, an explanation of experimental error, and possible experimental design changes that would be beneficial.

LG 1, 2 EU 2, 5 EQ 2a, 2b, 5 RST.9-10.1, 8 WHST.9-10.1a, 1b HSLS1-1, 4 HS-LS3-1, 2, 3 HS-ETS 1-3 DOK 4

Students will evaluate the cause and effects of a genetic disorder caused by a single protein. They will develop questions concerning the effects of the disorder and will collect evidence/data concerning the disorder. Data will be analyzed and interpreted to construct an explanation concerning overall effects to the level of the organ system, organ, tissue, and type of cell(s) effected. Students will determine the protein/gene mutation and the probability of the trait being passed to the next generation. They will evaluate proposed methods of genetic manipulation to eradicate the mutated gene focusing on real-world constraints.

TARGETED STANDARDS

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE cell differentiation DNA protein synthesis RNA

Create representations that explain how genetic information flows from a sequence of nucleotides in a gene to a sequence of amino acids in a protein (DOK 2) 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 (DOK 2)


DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE adenine codon cytosine DNA gene guanine messenger RNA mutation nucleotide protein synthesis ribosomal RNA ribosome RNA thymine transcription transfer RNA translation uracil

Evaluate the cause and effect relationship between DNA, the proteins it codes for, and the resulting traits of the organisms (DOK 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.

Defend a claim that mutations in DNA sequence can cause a change in the polypeptide produced (DOK 4)

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.


Illustrate the relationship between DNA, genes, and chromosomes' nature of continuity as heredity material (DOK 2) Identify situations in which DNA does not code for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function (DOK 3)

HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parent to offspring.

autosome cancer cell cycle chromosome gene expression homologous chromosomes meiosis mitosis non-disjunction sex chromosome

Model cell division and differentiation to represent the role played in producing organisms of complex structure (DOK 2)

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

Defend claims which differentiate the mechanisms and results of mitosis and meiosis (DOK 2) Defend claims concerning the mechanism of meiosis which ensure genetic diversity due to recombination during sexual reproduction (DOK 3)

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.


Analyze data to support arguments concerning the importance of genetic diversity within a population (DOK 3)

HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Evaluate the importance/function of replication and separation of DNA and cellular material, changes in the chromosome number, number of cell divisions, and the number of cells produced in a complete cycle (DOK 3-4)

HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parent to offspring.


DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE cloning genetic engineering genetically modified organism genome

Evaluate the usefulness of current genetic technology advances and applications (DOK 3) Construct a possible solution concerning global food production and/or prevention of genetically inherited disorders (DOK4)

HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.


Evaluate resulting health issues that can occur when cell division mechanisms do not function properly (DOK 4)

HS-LS1-4 Use a model to illustrate the role of cellular division and differentiation in producing and maintaining complex organisms.

codominance dihybrid cross incomplete dominance inheritance pattern monohybrid cross pedigree chart Punnett square sex linked traits simple dominance

Utilize mathematics and computational thinking to determine the probability of traits as it relates to genetic and environmental factors in the expression of traits (DOK 3-4)

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

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO FURTHER DEVELOP cancer genetic engineering inheritance mutations probability variation in traits

Ask questions that arise from examining models or a theory to clarify a relationship between nucleotide sequence and resulting trait (DOK2)

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.


Apply statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data in terms of variation, distribution, and accumulation of favorable traits in a population (DOK 3)

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

Design a hypothetical cure for a disease and/or a method to minimize the effects of genetic disorders (DOK 4)

HS-ETS1-2 Design a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range on constraints, including cost, safety reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

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.


UNIT 3: Evolution 5 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS LG1: Students will analyze empirical evidence that provides verification of biological evolution through the comparisons of the fossil records, genetics, anatomy, and embryology amongst multiple lines of descent. LG2: Students will use natural selection to predict inheritance of specific adaptive advantages within a population in an ever-changing environment. UNIT LEARNING SCALE: LG1

4 In addition to score 3 performances, the student can justify a specific lineage of descent and provide support to their peers.

3

The student can:

verify multiple aspects of the evolutionary process through empirical data;

compare organisms that are living to those that are extinct using the fossil record;

identify how the results of genetic inheritance drive the evolutionary process;

cite strong and thorough evidence for the existence of evolution using anatomic and embryonic similarities of organisms; and

create a logical argument as to how anatomic and embryonic structures of one species relate to other species.

2

The student can: recognize the fossil record;

recognize that genetics contribute to the evolutionary process; and

visualize similarities in the anatomy and the embryonic structure of related organisms.

1 The student needs assistance or makes larger errors in reaching the learning goal.

0 Even with assistance, the student does not exhibit understanding of the performances listed in score 3. UNIT LEARNING SCALE: LG2

4 In addition to score 3 performances, the student can justify how environmental changes affect a population and how those population changes affect the balance of an entire community.

3

The student can utilize Charles Darwin's theory of natural selection to:

predict inheritance of advantageous traits;

identify how the results of advantageous traits can affect the population;

utilize what is known about natural selection to identify advantages and/or problems with artificial selection; and

predict how artificial selection can change populations and the environment.

2

The student can: recognize that evolution begins with genetic diversity;

describe how the population of a species can change because of genetic differences; and

define artificial selection.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS





COMMON ASSESSMENT


LG1 EU3, 5 EQ3a, b, c, 5 HS-LS4-2, 3, 4, 5, 6 HS-LS2-8 HS-ETS1-1 RST.9-10.5, 7, 9 WHST.9-10.1.b, 2a, 9 DOK 3

Co-evolution occurs when there is a change in at least two species' genetic compositions which effects each other’s evolutionary pattern. Students will choose two organisms that have co-evolved. Students will identify a specific trait and describe how it is beneficial and how it would not be beneficial had it not been for the other species.

LG1 EU3, 5 EQ3a, b, c, 5 HS-LS4-2, 3, 4, 5, 6 HS-LS2-8 HS-ETS1-1 RST.9-10.5, 7, 9 WHST.9-10.1.b, 2a, 9 DOK 3

Students will choose a product that has been artificially selected. Students will answer the following questions:

Why was this product selected?

How has the product changed over time?

What did the product look like originally versus how it currently looks?

LG1 EU3, 5 EQ3a, b, c, 5 HS-LS4-2, 3, 4, 5, 6 HS-LS2-8 HS-ETS1-1 RST.9-10.5, 7, 9 WHST.9-10.1.b, 2a, 9 DOK 3HS-LS2-8 HS-LS4-5 HS-LS4-2

Students will create an imaginary or living organism that has gone through an ice age or meltdown. Through a scenario of their choice, they will need to create an organism (3D, virtually, or through their choice of construction) that will have the mutations that will help them survive through the change in environment. Students will then need to explain why they chose those mutations and how it would benefit the organism in predicted scenario.

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



TARGETED STANDARDS

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE ancestry artificial selection cladogram evolution natural selection phylogenic tree probability

Compare and contrast groups of organisms in a cladogram or phylogenic tree including but not limited to characteristics, evolutionary history, and data that could extend the tree (DOK 3)

HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 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.

Predict how artificial selection affects the genetics of a population over time (DOK 2)

HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

Provide evidence of how natural selections drives adaptation (DOK 3)

HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO FURTHER DEVELOP extinction genetic variability mutation statistics

Assess how advantageous traits within a population increase in probability through statistics (DOK 3)

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. WHST.9-10.1.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.

Analyze trends of survival and reproduction through evidence of species behavior as a population (DOK 3) Evaluate the behavior of populations such as migration, schooling, herding in terms of increasing the fitness of the population (DOK 2)

HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.


DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO FURTHER DEVELOP (same as above) Analyze evidence of changes in species, new and extinct, as a

group, due to environmental conditions (DOK 4) 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 of other species. 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).

Construct explanations to support evolution through population increase, genetic variability due to mutations and reproductions, competition, and survival of the fittest (DOK 3)

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. 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).

Analyze the rate of genetic mutation in comparison to the appearance of genetic disorders/conditions (DOK 3)

Use data driven research, propose a method to limit the health consequences of disorders (DOK 4)

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. WHST.9-10.1.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.


UNIT 4: Ecosystems: Interactions, Energy, and Dynamics 7 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS

LG1: Students will evaluate the interdependence of ecological relationships and interactions among organisms in ecosystems including matter and cyclic patterns. LG2: Students will analyze and evaluate humanity's impact on the environment and ecological sustainability and draw conclusions about how to maintain balance in ecosystems. UNIT LEARNING SCALE: LG1

4 In addition to score 3 performances, the student can synthesize solutions for species endangerment.

3

The student can:

analyze how organisms attain energy needed for survival, how it is lost, and how it is transferred in ecosystems;

create visual representations demonstrating similarities/differences among cyclic relationships in ecosystems;

analyze the importance of biodiversity within ecosystems;

investigate and conclude why certain species become endangered or extinct; and

assess how humans contribute to loss of habitat, endangerment of animals, and/or their extinction and communicate their findings.

2

The student can:

explain how energy is attained, transferred, and lost within ecosystems;

summarize how matter cycles in ecosystems, the biosphere, and the atmosphere;

distinguish between relationships among organisms in ecosystems;

explain the importance of biodiversity in ecosystems; and

describe the cause and effect of species endangerment and extinction.



UNIT LEARNING SCALE: LG2

4 In addition to score 3 performances, the student can design solutions on how to improve sustainability

3

The student can:

analyze human population growth throughout history and assess the environmental impact;

critique various methods used by governments to slow human population growth;

develop logical arguments on how population growth relates to scarcity of resources;

analyze how to improve sustainability in order to feed the world and increase resource availability; and

research and investigate how human actions contribute to an increase in greenhouse gases.

2

The student can:

describe the factors that produce changes in human population size;

explain various methods governments use to try to slow human population growth;

describe how population growth relates to resource scarcity;

identify ways to increase resource availability; and

summarize how human actions contribute to an increase in greenhouse gases.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS CEU4: All interactions among organisms and their environment are essential for maintaining the sustainability of ecosystems.




COMMON ASSESSMENT


LG2 EU2, EU5 EQ4a, 4b, 5 HS-LS1-5, 7 HS-LS2-4, 5, 6 HS-LS4-6 HS-ESS3-1, 3, 4 HS-ETS1-3 RST.9-10. 2, 4, 5, 7 WHST.9-10.1a, 1b, 2d DOK 4

TCA: Human Population (Power of the Pyramids Lab/ in conjunction with Population Debate) - Students will write an analysis of a laboratory experience on human population dynamics. The analysis must include multiple representations of the data, domain specific vocabulary, an explanation of experimental error, and possible experimental design changes that would be beneficial. Students will produce arguments to the following questions:

Does government have the right to control species populations e.g., getting rid of invasive species, protecting endangered species, introducing new species to ecosystems)?

If we are allowed to do this with plant and animal species, should we have the right to control human population?

LG1, 2 EU2, EU5 EQ4a, 4b, 5 HS-LS1-5, 7 HS-LS2-4, 5, 6 HS-LS4-6 HS-ESS3-1, 3, 4 HS-ETS1-3 RST.9-10. 2, 4, 5, 7 WHST.9-10.1a, 1b, 2d DOK 4

Sustainability: Students will choose to either construct or design a sustainable green home or commercial product. Students will research sustainable/green materials to defend their choices and design. Students will create a culminating digital presentation.


LG1, 2 EU2, EU5 EQ4a, 4b, 5 HS-LS1-5, 7 HS-LS2-4, 5, 6 HS-LS4-6 HS-ESS3-1, 3, 4 HS-ETS1-3 RST.9-10. 2, 4, 5, 7 WHST.9-10.1a, 1b, 2d DOK 4

Environment: Students will research and create a digital presentation on an environmental issue (e.g., genetic modification, greenhouse gases, the use of pesticides, threats to biodiversity, oil spills, overfishing). The presentation should address the following questions:

What is the problem?

How do we know there is a problem/ What evidence is there?

Where did the issue first start?

What causes the problem?

How will it affect the world? What is the issue affecting and how is it affecting living things?

What is being done to solve the problem?

Are there laws related to the topic?

What can an individual do to help?

TARGETED STANDARDS

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE autotrophic bioaccumulation biomagnification cellular respiration competition consumer decomposer energy pyramid heterotrophic photosynthesis predation producer trophic levels

Analyze the relationship between cellular respiration and photosynthesis and understand how they relate to the carbon cycle (DOK 3)

HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

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.9-10.4 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.



Model the transfer of energy from sun to glucose to ATP (DOK 2) HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE Using published scientific computational research, explain how

an increase in atmospheric carbon dioxide impacts multiple ecosystems (DOK 3)

HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.




Analyze graphs, charts, and data tables displaying cycles of matter and energy transfer in order to explain interactions of organisms and their environment (DOK 3)

HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.



Create a visual representation of the carbon cycle within an ecosystem, biosphere and atmosphere (DOK 4) Evaluate the cycle of carbon within the process of cellular respiration, food webs, and the atmosphere (DOK 4)

HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

competition predation symbiosis

Analyze predator-prey relationships in a specific ecosystem and explain the possible detrimental effects on that ecosystem if top predators are removed due to environmental pressures or human activity (DOK 3)

HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.


DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE deforestation endangered species extinct species invasive species overexploitation threatened species urban sprawl

Present evidence of population growth affected by environmental pressures (DOK 2)

HS-LS4-6 Design, evaluate, and refine a solution or simulation for reducing the impacts of human activities on the environment and biodiversity.


Explain population change over time within ecosystems and analyze the complexity of interactions within organisms to maintain a stable ecosystem (DOK 3-4)

HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. WHST.9-10.1.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.

Design a timeline of historical events that were caused by environmental factors and demonstrated correlation between human populations and the availability of resources (DOK 3)

HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

Design a model for alternative energy sources for high density urban areas. The new model plan should discuss the current energy problems that exist, the cost, benefits, risks, and sustainability (DOK 4)

HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. WHST.9-10.1.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.

Evaluate several steps taken by government agencies to address an imbalance in wildlife population size (DOK 3)

HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that account for a range of constrains, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.


WHST.9-10.2.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.

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO INTRODUCE biodiversity carrying capacity density dependent density independent exponential growth J curve limiting factors S curve

Evaluate the maintenance of stability in ecosystems with complex interactions (DOK 3)




Revise explanations to determine the effect of interactions among organisms, as well as changing conditions and the role these factors play in the development of a new ecosystem (DOK 3)

HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.



Analyze a marine ecosystem and damaging effects and environmental issues occurring (DOK 3) Use collected data to model changes in marine animal populations, understand the need to manage natural resources, biodiversity, and the needs of human populations (DOK 4)

HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.


DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE STANDARDS TO FURTHER DEVELOP (same as above) Construct and analyze graphs relating to population dynamics

and biodiversity (DOK 4) HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.



Support factors that affect ecosystems at different scales through explanations using math and/or technology (DOK 3)

HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.


Predict the impact that human activities can have on biodiversity within an ecosystem and affect stability (DOK 2)




Synthesize a solution for reducing the impacts of human activities on the environment (DOK 4)

HS-LS4-6 Design, evaluate, and refine a solution or simulation for reducing the impacts of human activities on the environment and biodiversity.




UNIT 5: Applications of Biology 3 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS Students will study, research, analyze, and communicate a topic of interest related to previous units.

4 In addition to score 3 performances, the student can review the work of peers and provide effective feedback.

3

The student can:

conduct research using reliable resources including scientific sites, library databases, scientific papers, and articles/journals;

dissect information collected and compile into a lesson;

teach classmates about topic of choice, using knowledgeable resources; and

create an engaging interactive activity.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.


ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS CEU1: A hierarchy of organization exists within living things in order for life’s processes to take place.


CEU2: Heredity plays a role in biodiversity in that gene expression can be influenced by the environment and altered by mutations.




CEU4: All interactions among organisms and their environment are essential for maintaining the sustainability of ecosystems.




COMMON ASSESSMENT


LG1, 2 CEU1, 2, 3, 4, 5 CEQ1a, 1b, 2a, 2b, 3a, 3b, 3c, 4a, 4b, 6 9-10.RST.1-10 9-10.WHST.1-10 DOK 4

Students will work independently or collaboratively to create a learning experience that teaches the class about a topic of interest. The learning experience should be formatted as a multi-media presentation or interactive activity. Every student/group in the class should have a different topic. Students must have at least three references that include two scientific paper and one journal/magazine article. Students should research their topic using reliable sites or library databases. The learning experience should include:

A thought provoking question or image

Central question or idea

A summary of the research

The relation to body systems or biological systems

Specific data and examples

Unknowns about the topic

Prediction on the future of the topic (e.g., evolution or change due to environmental, social, or cultural circumstances)

Describe why it is important to study Examples of Topics of Interest:

fighting the flu: how your immune system uses its memory

how will in the increase in carbon dioxide affect the earth

compare powerlifting, calisthenics, and crossfit

effect of milk, depression, sugar, caffeine, fast food, weather, music, video games, energy drinks, mult-vitamins, not eating breakfast, rollercoasters, stress, indoor/outdoor tanning on the body

effects of sugar intake, social media, or computers on the brain

wildlife and conservation (e.g., overpopulation, poaching/overhunting, overfishing, effects of oil spills and radioactive spills)

aerobic energy vs. anaerobic energy

cause and effect of memory loss

right brain vs. left brain thinkers

how sense of smell alters sense of taste

global climate change

effects of cell phones on reaction time

compare organic food, "all natural", and processed foods

human behavior during a full moon

hybrid cars and alternative fuel sources

how environment and mutations lead to diseases and disorders

vaccines and how they work

gene therapy and how it works

the trend of purebred dogs (continued on next page)


(same as above) (continued)

mercury rise in fish and its relation to our environment and health

concussion risks and long term effects of contact sports

pregnancy – what one can or cannot eat/drink and why

the green movement

positives and negatives of genetically modified food

obesity epidemic

research on cures for cancer

compare the short and long terms of effects of running and walking

determine if yawning is contagious

influences of sugar on growth/development in children

pain responses

calorie intake and use

circadian rhythms and age

influence of packaging on children

relationship of eye color and vision

epigenetics

academic lab & honors lab biology€¦ · organisms interacting with one another and the...

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