biology - elmwood park public · pdf filethe biology course is designed to provide students...

APPROVED BY BOARD OF EDUCATION AUGUST 23, 2016 ELMWOOD PARK PUBLIC SCHOOLS

Biology Grade: 10th

Prerequisite: General Science

Credits: 5.00

ABSTRACT

The biology course is designed to provide students with a comprehensive up-to-date approach to the study of biology. Students will build upon the fundamental biological concepts of life science and science and engineering practices through the study of cell specialization and homeostasis, DNA and inheritance, natural selection and evolution, matter and energy transformations in the ecosystem, independent relationships, human


activities and climate, and human activities and biodiversity. The biology course provides students with the conceptual framework, investigative skills, and critical thinking skills necessary for college courses, as well as preparation for the next course in the science sequence. The curriculum is

aligned with the course description for the New Jersey Department of Education competency examination in biology.

BIOLOGY UNIT:

Unit I

Cell Specialization and

Homeostsis

20 Days

Unit II

DNA and Inherritance

20 Days

Unit III

Matter and Energy in

Organisms and Ecosystems

20 Days

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas?

ESTABLISHED GOALS: (NJ CCCS and/or CCS)

Life Science HS-LS-1-1 HS-LS-1-2 HS-LS-1-3

Common Core RST.11-12.1

WHST .9-12.2 WHST.9-12.5 WHST.9-12.7 WHST.11-12.9

SL.11-12.5 MP.4

HSF-IF,C.7 HSF-BF.A.1

21st Century Life & Careers CRP 1-12

Life Science HS-LS1-4 HS-LS3-1 HS-LS3-2 HS-LS3-3

Common Core RST.11-12.1 RST.11-12.9

WHST .9-12.1 WHST.9-12.7

MP.2 MP.4

HSF-IF.C.7 HSF-BF.A.1 SL.11-12.5


Life Science HS-LS1-5 HS-LS1-6 HS-LS1-7 HS-LS2-3 HS-LS2-4 HS-LS2-5


WHST .9-12.2 WHST.9-12.5 WHST.11-12.9

SL.11-12.5 MP.2 MP.4

HSN-Q.A.1 HSN-Q.A.3

21st Century Life & Careers


CRP 1-12

ENDURING

UNDERSTANDINGS:

(Students will Understand that . . .)

• Systems of specialized cells within organisms help them perform the essential functions of life.

• 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, which carry out most of the work of cells.

• Multicellular organisms have a hierarchical structural organization in which anyone system is made up of numerous parts and is itself a component of the next level.

• Feedback mechanisms maintain living systems 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.

• 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.

• 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

• The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.

• As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.

• As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles.


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.

• 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.

• 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

• Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web.

• Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.


environmental factors

ESSENTIAL QUESTIONS: (What provocative questions

will foster inquiry, understanding, and transfer of

learning?)

1. How do scientists design investigations to produce data to serve

as the basis for evidence and communicate their claim?

2. How do the structures of organisms enable life’s functions? 3. How does genetic information flow

from a sequence of nucleotides in a gene to a sequence of amino acids in

proteins? 4. What is the connection between the sequence and the subcomponents of a

biomolecule and its properties? 5. How does the cell maintain

homeostasis and what are those mechanisms? 6. How do feedback mechanisms

maintain homeostasis? 7. What is the role of cell division

(mitosis) and differentiation in producing and maintaining complex organisms?

1. How does the cell cycle assure continuity?

2. How does genetic variation increase the fitness of an organism?

3. How have technological advances influenced the progress of science?

4. How does science and engineering influence society and

how does society influence science and engineering? 4. What do all living things on this

planet have in common? 5. What are the value and potential

applications of genome projects? 6. How can we apply our knowledge of molecular genetics to

obtain insight in the origin of species?

7. How can environmental factors affect expression of traits?

1. Why do astrobiologists look for water on planets and not

oxygen when they search for life on other planets?

2. Are microbes important to the ecosystem? 3. How can the processes of

photosynthesis and respiration in a cell impact all Earth’s

systems? 4. How is energy distributed among organisms?

5. Can photosynthetic organisms trap carbon and

elevate global warming?

STAGE 2: ASSESSMENT EVIDENCE What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and

the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.]


• Construct an explanation based on valid and reliable evidence obtained from a variety of sources (student generated investigations, models, theories, simulations, peer review) for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.

• Develop and use a model based on evidence to illustrate hierarchical organization of interacting systems that provide specific functions within multicellular organism.

• Develop and use a model based on evidence to illustrate the interaction of functions at the organism system level.

• Develop and use a model based on evidence to illustrate the flow of matter and energy within and between systems of an organism at different scales.

• Plan and conduct an investigation individually and

• Ask questions that arise from examining models or a theory to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parent to offspring.

Use empirical evidence to differentiate between cause and correlation and make claims about the role of DNA and chromosomes in coding the instructions for characteristics passed from parents to offspring.

Make and defend a claim based on evidence that inheritable genetic variations may result from new genetic combinations through meiosis, viable errors occurring during replication, and/or mutations caused by environmental factors.

Use data to support arguments for the ways inheritable genetic variation occurs.

Use empirical evidence to differentiate between cause and correlation and make claims about the ways inheritable

Construct and revise an explanation for the cycling of matter and flow of energy in aerobic and anaerobic conditions, based on valid and reliable evidence obtained from a variety of sources 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.

Construct and revise an explanation for the cycling of matter and flow of energy in aerobic and anaerobic conditions, considering that most scientific knowledge is quite durable but is, in principle, subject to change based on new evidence and/or support claims for the cycling of matter and flow of energy among organisms in an ecosystem using conceptual thinking and mathematical representations of phenomena.


collaboratively to produce evidence that feedback mechanisms (negative and positive) maintain homeostasis.

• In the planning of the investigation, decide on the types, amount, and accuracy of the data needed to produce reliable measurements, consider limitations on the precision of the data, and refine the design accordingly.

• Use a model based on evidence to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

• Use a model to illustrate the role of cellular division and differentiation in terms of energy, matter, and information flows within and between systems of cells/organisms.

genetic variation occurs. Apply concepts of statistics and probability (including determining function fits to data, slope, intercepts, and correlation coefficient for linear fits) to explain the variation and distribution of expressed traits in a population.

Use mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.

Use algebraic thinking to examine scientific data on the variation and distribution of traits in a population and predict the effect of a change in probability of traits as it relates to genetic and environmental factors.

Use a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and to show how matter and energy are conserved as matter cycles and energy flows through ecosystems.

Use a mathematical model to describe the conservation of atoms and molecules as they move through an ecosystem.

Use proportional reasoning to describe the cycling of matter and flow of energy through an ecosystem. reinterpretation of existing evidence

Develop a model, based on evidence, to illustrate the roles of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere, showing the relationships among variables in systems and their components in the natural and designed world.


Develop a model, based on evidence, to illustrate the roles of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere at different scales

OTHER EVIDENCE: (Through what other evidence (e.g.

quizzes, tests, academic prompts, observations, homework, journals) will

students demonstrate achievement of the desired results?)

Lab Reports

Formative Assessments

Summative assessments

Homework

Debates

Media analysis

Lab Reports



Homework

Debates

Media analysis

Lab Reports



Homework

Debates

Media analysis


(How will students self-assess their

learning?)

Oral Presentations

Writing

Rubrics (teacher and student generated)

Case Studies

Oral Presentations

Writing


Case Studies

Oral Presentations

Writing


Case Studies

RESOURCES:

Supplemental Resources

Web Media

Current Events


Web Media

Current Events

Supplemental

Resources

Web Media

Current Events

STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider

key design elements.

SKILLS AND TOPICS:

(What specific activities will students do and what skills will students know

as a result of the unit?)

Use scientific instruments to collect data and use a mathematical model to manipulate data and refine a hypothesis.

Use video animation to visualize biomolecule structure and its properties.

Conduct research to identify quality controls for biomolecules and design an experiment to solve a real world problem.

Explain the effect of an enzyme

Construct, analyze, and

identify a karyotype. Present findings to peers.

Examine case studies of cancer incidences. Evaluate

empirical evidence and details on frequency correlate

genetic and environmental factors (climate, diet, pollution, and lifestyle).

Collaborate and communicate findings to

peers.

Use a conceptual model to

illustrate how photosynthesis transforms

light energy into chemical energy.

Students will develop a model to show the

relationships among nitrogen and the ecosystem. Construct an

explanation of the effects of the environmental and

human factors on this


by looking at a reaction graph.

Use a compound light microscope to view motile protists under different environmental conditions use digital media to record data and communicate results to peers.

Use a compound light microscope to acquire data showing numbers of cells at different stages of mitosis use generated data to create a mathematical model to illustrate how these processes produce and maintain complex organisms.

Create a working model of a cell membrane and demonstrate how substances move across a cell membrane.

Create a DNA model and use to demonstrate transcription and translation. Draw and cite evidence from informational text to support an explanation for how the structure of DNA determines the structure of proteins.

Plan an investigation to provide evidence that feedback mechanisms maintain

View animation on DNA

replication, transcription, and translation. Complete web

quest.

Model crossing-over and

relate crossing –over to genetic variation. Calculate

variation due to independent assortment, crossing over and random fertilization.

Use a simulation to predict the outcomes of sexual

reproduction.

As a genetic counselor

analyze a pedigree use statistical data to advise patients of possible offspring

outcomes.

Perform blood typing

analysis, analyze results to solve a real world problem

and communicate conclusion to peers.

Observe yeast using a

compound light microscope. Examine data of exponential

and linear growth and predict relationship to genetic and

cycle.

Conduct an investigation using three model

organisms (bacteria, yeast, and elodea). Use data to

support claim about how CO2 is cycled through the ecosystem.

Conduct online simulation for photosynthesis using

different light filters, oxygen levels, and light

intensity.

Develop a model to illustrate the role of

photosynthesis and cellular respiration in the cycling

of carbon among the biosphere, atmosphere, hydrosphere, and

geosphere.

Use mathematical

representation to support claims for the cycling of

matter and flow of energy among organisms in an ecosystem.

Students will engage in a


homeostasis. Ex, heart rate response to exercise, stomata response to moisture and temperature, root development in response to water levels.

Conduct research and create a model to demonstrate how systems of cells, tissues, and organs work. Formulate a conclusion and argue for that claim. Ex, develop a model of kidney function using dialysis tubing. Or gas exchange, secretion, absorption, transport, and communication.

environmental factors.

Research and evaluate evidence on topics in current

unit of study (stem cells, cloning) write arguments

based on evidence and communicate to evidence to peers.

project challenge where

they conduct research on a topic and argue in favor or

against the challenge. Topics for consideration may include; growing

algae to use as bio-fuel, rooftop gardens for energy

efficiency, preserving trees for trapping carbon.

CROSS-CURRICULAR /

DIFFERENTIATION: (What cross-curricular (e.g. writing,

literacy, math, science, history, 21st century life and careers, technology)

learning activities are included in this unit that will help achieve the desired results?)

(What type of differentiated instruction will be used for ELL, SP.ED. and G&T

students?)

• Statistical analysis of data • Current events • Tiered Lessons

• Flexible Grouping • R.A.F.T

• Project Based learning • Compacting • Video case studies

•Multimedia presentation •Open-ended writing responses

• Conclusions and analysis of exploratory activities •Research reports




•Multimedia presentations •Open-ended writing responses





•Multimedia presentations •Open-ended writing responses



• Applicable career options are

discussed as they arise throughout the course. Career

options include, but are not limited to biological scientist, engineer, medical personnel,

educator, research personnel, and the tiered professions within the

scientific industry. SPECIAL EDUCATION

•Modifications & accommodations as listed in the

student’s IEP •Position student near helping peer or have quick access to

teacher. • Modified or reduced

assignments • Working contract between you and student at risk

• Prioritize tasks • Think in concrete terms and

provide hands on tasks • Anticipate where needs will be • Break tests down in smaller

increments • NJDOE resources




educator, research personnel , and the tiered professions within

the scientific industry. SPECIAL EDUCATION

•Modifications & accommodations as listed in the

student’s IEP • Modified or reduced assignments

•Position student near helping peer or have quick access to

teacher. • Working contract between you and student at risk


provide hands on tasks • Anticipate where needs will be • Break tests down in smaller

increments • NJDOE resources




educator, research personnel , and the tiered professions

within the scientific industry. SPECIAL EDUCATION

•Modifications & accommodations as listed in

the student’s IEP • Modified or reduced assignments

•Position student near helping peer or have quick access to

teacher. • Working contract between you and student at risk


provide hands on tasks • Anticipate where needs will be

• Break tests down in smaller increments


ELL

• Strategy groups

• Teacher conferences • Graphic organizers • Modification plan

• NJD based on language proficiency

• NJDOE resources At Risk

• Tiered Interventions following

RtI framework • RtI Intervention Bank

• Fundations Double-Dose (Tier II) • LLI (Tier III)

• FFI Skill Report: DRA OnLine • enVision intervention supports

• NJDOE resources Gifted • Enrichment Activities that are unit specific • Literacy assignments • Process should be modified: higher-order thinking skills, open-ended thinking, and discovery • Utilize project-based learning for greater depth of knowledge

ELL

• Strategy groups

• Teacher conferences • Graphic organizers • Modification plan

• NJD based on language proficiency

• NJDOE resources At Risk

• Tiered Interventions following

RtI framework • RtI Intervention Bank

• Fundations Double-Dose (Tier II) • LLI (Tier III)

• FFI Skill Report: DRA OnLine • enVision intervention supports

• NJDOE resources Gifted

• Enrichment Activities that are unit specific

• Literacy assignments •Process should be modified: higher-order thinking skills, open-ended thinking, and discovery • Utilize project-based learning for greater depth of knowledge

• NJDOE resources

ELL

• Strategy groups • Teacher conferences • Graphic organizers

• Modification plan • NJD based on language

proficiency • NJDOE resources At Risk

• Tiered Interventions following RtI framework

• RtI Intervention Bank • Fundations Double-Dose (Tier II)

• LLI (Tier III) • FFI Skill Report: DRA

OnLine • enVision intervention supports • NJDOE resources

Gifted

• Enrichment Activities that are unit specific • Literacy assignments • Process should be modified: higher-order thinking skills, open-


• Utilize exploratory connections to higher-grade concepts • Contents should be modified: abstraction, complexity, variety, and organization • Products should be modified: real-world problems, audiences, deadlines, evaluation, and transformations • Learning environments should be modified: student-centered learning, independence, openness, and complexity, groups varied • Use of web based resources such as http://www.tenmarks.com; www.khanacademy.org; geogebra.org • NJDOE resources

• Utilize exploratory connections to higher-grade concepts • Contents should be modified: abstraction, complexity, variety, and organization • Products should be modified: real-world problems, audiences, deadlines, evaluation, and transformations • Learning environments should be modified: student-centered learning, independence, openness, and complexity, groups varied • Use of web based resources such as http://www.tenmarks.com; www.khanacademy.org; geogebra.org • NJDOE resources

ended thinking, and discovery • Utilize project-based learning for greater depth of knowledge • Utilize exploratory connections to higher-grade concepts • Contents should be modified: abstraction, complexity, variety, and organization • Products should be modified: real-world problems, audiences, deadlines, evaluation, and transformations • Learning environments should be modified: student-centered learning, independence, openness, and complexity, groups varied • Use of web based resources such as http://www.tenmarks.com; www.khanacademy.org; geogebra.org • NJDOE resources

*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from

(prior knowledge, interests). H = HOOK all students and HOLD their interest.

E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications.

http://www.tenmarks.com/

http://www.khanacademy.org/






T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.

BIOLOGY UNIT :

UNIT IV

Interdependent Relationships

in Ecosystems

20 Days

STAGE 1: DESIRED RESULTS What will students understand as a result of the unit? What are the BIG ideas?

ESTABLISHED GOALS:

(NJ CCCS and/or CCS)

Life Science HS-LS2-1 HS-LS2-2 HS-LS2-6 HS-LS2-7 HS-LS-2-8 HS-LS-4-6

Common Core RST.11-12.1 RST.11-12.7

Life Science

HS-LS-1-1 HS-LS-1-2

HS-LS-1-3 Common Core RST.11-12.1

WHST .9-12.2 WHST.9-12.7

WHST.11-12.9

Life Science

HS-LS-1-1 HS-LS-1-2

HS-LS-1-3 Common Core RST.11-12.1

WHST .9-12.2 WHST.9-12.7

WHST.11-12.9


RST.11-12.8 WHST .9-12.2 WHST.9-12.5 WHST.11-12.7

MP.2 MP.4

HSN-Q.A.1 HSN-Q.A.3 HSS-ID.A.1 HSS.IC.A.1 HSSIC.B.6


SL.11-12.5


SL.11-12.5


ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension


affects the abundance (number of individuals) of species in any given ecosystem.

A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.

Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

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.

ESSENTIAL QUESTIONS:

(What provocative questions will foster inquiry, understanding, and transfer of learning?)

1. How do organisms interact

with the living and nonliving environments to obtain matter and energy?

2. When they relocate bears, wolves, or other predators, how

do they know that they will survive? 3. What limits the number and

types of organisms that live in one place?

4. How can a one or two inch rise in sea level devastate an ecosystem?

STAGE 2: ASSESSMENT EVIDENCE What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the

state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.]

PERFORMANCE TASKS:

(Through what authentic performance tasks will students demonstrate the desired understandings?)

Use mathematical and/or

computational representations to support


(By what criteria will performances of

understanding be judged?)

explanations of factors that

affect carrying capacity of ecosystems at different

scales.

Use quantitative analysis to

compare relationships among interdependent factors and represent their effects on the

carrying capacity of ecosystems at different

scales.

• Use mathematical

representations to support and revise explanations based on evidence about factors

affecting biodiversity and populations in ecosystems of

different scales.

Use the concept of orders of

magnitude to represent how factors affecting biodiversity and populations in

ecosystems at one scale relate to those factors at another

scale.

• Evaluate the claims,


evidence, and reasoning that

support the contention that complex interactions in

ecosystems maintain relatively consistent numbers and types of organisms in

stable conditions, but changing conditions may

result in a new ecosystem.

Construct explanations of

how modest biological or physical changes versus extreme changes affect

stability and change in ecosystem.

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts,

observations, homework, journals) will students demonstrate achievement of

the desired results?) (How will students self-assess their learning?)

Lab Reports



Homework

Debates

Media analysis

Oral Presentations

Writing

Rubrics (teacher and

student generated)

Case Studies

Lab Reports



Homework

Debates

Media analysis

Oral Presentations

Writing


student generated)

Case Studies

Lab Reports



Homework

Debates

Media analysis

Oral Presentations

Writing


student generated)

Case Studies


RESOURCES:


Web Media

Current Events


Web Media

Current Events


Web Media

Current Events

STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key

design elements.

SKILLS AND TOPICS:

(What specific activities will students do and what skills will students know as a result of the unit?)

Use data from different

sources i.e. case studies to determine carrying capacity.

Ex. Lesson of Kaibab. Graph data and determine factors responsible for the deer

population change. Justify your claim.

Graph data analyze human population growth and use it

to predict future growth and identity factors that affect population.

Examine oscillations in predator-prey relationships

for example; snowshoe hare


and lynx determine causal

relationship. Site specific textual evidence to support

claims that complex interactions in ecosystems maintain relatively constant

Numbers but changing conditions may result in a

new ecosystem.

Evaluate survival strategies

of organisms for example, research organisms and determine if they are R –

strategists of K-strategists use evidence to justify how these

factors affect biodiversity and survival.

Conduct an investigation

ecosystem in a jar of changes as a result of succession,

introduction of a invasive species into an ecosystem, or

a predator prey oscillation study. Collect data and justify conclusion communicate

results to peers.

Read three science articles

(different viewpoints) on


ecological sustainability or

similar topic choose one of the viewpoints use evidence

in the article to support claim.

CROSS-CURRICULAR:

(What cross-curricular (e.g. writing, literacy, math, science, history, 21st

century life and careers, technology) learning activities are included in this unit that will help achieve the desired

results?)

Statistical analysis of data

Current events

Tiered Lessons

Flexible Grouping

R.A.F.T

Project Based learning

Compacting

Video case studies

Multimedia presentations

Open-ended writing

responses

Conclusions and analysis

of exploratory activities

Research reports

Narrative Writing in Unit

Applicable career options are discussed as they arise

throughout the course. Career options include, but are not limited to business, education,


research, and the tiered

professions within the science field.

SPECIAL EDUCATION

· Modifications &

accommodations as listed in the student’s IEP

· Modified or reduced assignments · Working contract between you

and student at risk · Prioritize tasks

· Think in concrete terms and provide hands on tasks · Anticipate where needs will be

· Break tests down in smaller increments

· NJDOE resources ELL

· Strategy groups · Teacher conferences ·Graphic

organizers ·Modification plan · NJDOE resources ELL Students- Instruction will

be based on language proficiency


At Risk

· Tiered Interventions following RtI framework

· RtI Intervention Bank ·Fundations Double-Dose (Tier II)

· LLI (Tier III) · FFI Skill Report: DRA On-

Line · enVision intervention supports · NJDOE resources

Gifted • Enrichment Activities that are unit specific • Literacy assignments • Process should be modified: higher-order thinking skills, open-ended thinking, and discovery • Utilize project-based learning for greater depth of knowledge • Utilize exploratory connections to higher-grade concepts • Contents should be modified: abstraction, complexity, variety, and


organization • Products should be modified: real-world problems, audiences, deadlines, evaluation, and transformations • Learning environments should be modified: student-centered learning, independence, openness, and complexity, groups varied • Use of web based resources such as http://www.tenmarks.com; www.khanacademy.org; geogebra.org • NJDOE resources




UNIT 2: (Title, Month(s), Number of Days)

STAGE 1: DESIRED RESULTS What will students understand as a result of the unit? What are the BIG ideas?

ESTABLISHED GOALS: (NJ CCCS and/or CCS)

Life Science HS-LS-1-1

HS-LS-1-2 HS-LS-1-3


WHST .9-12.2

WHST.9-12.7


HS-LS-1-2 HS-LS-1-3


WHST .9-12.2

WHST.9-12.7


HS-LS-1-2 HS-LS-1-3


WHST .9-12.2

WHST.9-12.7


WHST.11-12.9

SL.11-12.5 21st Century Life & Careers

9.1.12. A 9.1.12. B 9.1.12. C

9.1.12. D

WHST.11-12.9


9.1.12. A 9.1.12. B 9.1.12. C

9.1.12. D

WHST.11-12.9


9.1.12. A 9.1.12. B 9.1.12. C

9.1.12. D

ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of

learning?)

STAGE 2: ASSESSMENT EVIDENCE What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the

state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance

tasks will students demonstrate the desired understandings?)


(By what criteria will performances of

understanding be judged?)

OTHER EVIDENCE:

(Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will

students demonstrate achievement of the desired results?)

(How will students self-assess their learning?)

RESOURCES:

STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym t o consider key

design elements.

SKILLS AND TOPICS:

(What specific activities will students do and what skills will students know as a result of the unit?)


CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st

century life and careers, technology) learning activities are included in this

unit that will help achieve the desired results?)

Statistical analysis of data

Current events

Tiered Lessons

Flexible Grouping

R.A.F.T

Project Based learning

Compacting

Video case studies

Multimedia presentations

Open-ended writing responses

Conclusions and analysis of exploratory activities


Research reports

Narrative Writing in Unit

Applicable career options are discussed as they arise

throughout the course. Career options include, but are not

limited to business, education, research, and the tiered professions within the science

field.

SPECIAL EDUCATION

· Modifications & accommodations as listed in the

student’s IEP · Modified or reduced assignments

· Working contract between you and student at risk

· Prioritize tasks · Think in concrete terms and provide hands on tasks

· Anticipate where needs will be · Break tests down in smaller increments


· NJDOE resources

ELL

· Strategy groups · Teacher conferences ·Graphic organizers ·Modification plan

· NJDOE resources ELL Students- Instruction will

be based on language proficiency

At Risk

· Tiered Interventions following RtI framework · RtI Intervention Bank

·Fundations Double-Dose (Tier II)

· LLI (Tier III) · FFI Skill Report: DRA On-Line

· enVision intervention supports · NJDOE resources

Gifted

· Enrichment Activities that are

unit specific - Literacy Assignments


- Models/Projects

biology - elmwood park public · pdf filethe biology course is designed to provide students...

Documents