Science First Nine Weeks Biology

Purpose of Science Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities). The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining

2016-2017 Page 1 of 18

Science First Nine Weeks Biology

science and engineering practices and disciplinary core ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

2016-2017 Page 2 of 18

Science First Nine Weeks Biology

Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

2016-2017 Page 3 of 18

Science First Nine Weeks Biology

Science Curriculum Maps OverviewThe science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices) At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to

2016-2017 Page 4 of 18

Science First Nine Weeks Biology

record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum Maps

Tennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

2016-2017 Page 5 of 18

Science First Nine Weeks Biology

State Standards Embedded Standards Outcomes Content ConnectionsStandard 2- Interdependence - Population Ecology and Energy Flow – 3 Weeks

CLE 3210.2.2 Analyze and interpret population data, graphs, or diagrams.

Scaffolded (Unpacked) Ideas1. A population consists of a group of organisms of the same species that occupies a particular area.2. Populations change over time.3. Populations have descriptors, such as birth and mortality rates, that are distinct from characteristics that describe individual members of a group.4. Population density is the number of individuals in a given area at a given time.5. Graphs and tables can be used to illustrate the stability or changing status of a population.6. Organisms have the ability to reproduce infinitely; yet environmental resources are finite.7. The upper limits to which a population can expand is determined by the carrying capacity of the environment.8. The human population has the potential to deliberately or inadvertently alter equilibrium conditions in natural ecosystems.9. Natural disturbances such as flood, fire, climate change, or habitat degradation can profoundly affect the stability and composition of an ecosystem.

CLE 3210 Inq. 4 – Apply qualitative and quantitative measures to analyze data and draw conclusions that are free of bias.

CLE 3210.Math 1 – Understand the mathematical principles associated with the science of biology.

CLE 3210.Math 2 – Utilize appropriate mathematical equations and processes to understand biological concepts..

Analyze a human population distribution graphs to predict the impact on global resources, society, and the economy.

Construct and maintain a model of an ecosystem.

Monitor and evaluate changes in a yeast population.

Investigate an outdoor habitat to identify the abiotic and biotic factors, plant and animal populations, producers, consumers, and decomposers.

Glencoe – Chapter 4 Population Ecology4.1 – Populations4.2 – Population Dynamics4.3 – Human Population

Launch Lab – A population of one?p. 91

Compare Growth Rates p. 97

Data Analysis Lab. – Recognize Cause and Effect. P. 98

Mini – Lab – Evaluate Factors – p. 101

Demonstration – Contrasting Age Structure p. 104

Bio-lab – Do Plants of the same species compete with one another?

Encyclopedia of Earth –Tropic Levels Population activities –World Populationshttps://www.teachengineering.org/view_activity.php?url=collection/van_/activities/van_biomimicry_activity3/van_biomimicry_activity3.xml

Virtual Lab -Populationshttp://www.biologycorner.com/worksheets/virtual_lab_population.htmlhttp://www.biologycorner.com/worksheets/humanpop_graph.html

Prentice Hall - Chapter 5 – Populations5.1 – How Populations Grow5-2 – Limits to Growth5.3 – Human Population Growth

Academic Vocabulary: population, population growth curve, population density, non-native species, carrying capacity, birth-rate, climate changes, habitat degradation, mortality rate, extinctionPerformance TasksPopulation CharacteristicsStudents will make a graphic organizer to assist in learning the characteristics used to describe population.Integrate GeographyHave student work in pairs to research and present information about the population ranges of Tennessee’s mammal, bird, fish, flower, and tree. Students are to include the common name and the species name on their distribution maps. (Practice 8/Literacy.RST.9-10.1)How Weather Affects a PopulationStudents will write a newspaper article describing how a weather event, such as drought, has affected a population of animals in their community.Human PopulationsStudents will write a paragraph making quantitative and qualitative claims regarding the relationship between density-dependent and density-independent factors that can limit human populations.(Practice6/ Literacy.RST.9-10.7)Issues in Biology

2016-2017 Page 6 of 18

Science First Nine Weeks Biology

State Standards Embedded Standards Outcomes Content ConnectionsInquiry Activity – How do populations grow? p. 118

Build Science Skills, p.122

Analyzing Data - Population Trends p. 123

Quick Lab – How does competition affect growth? p. 125

Exploration -- Investigating the Growth of a Population of Bacteriap. 133

Population Biology Simulation

http://glencoe.mcgraw-hill.com/

sites/dl/free/0078757134/383928/

BL_04.html

Vernier – Activity # 13 – Population Dynamicshttp://www.vernier.com/experiments/bwv/13/population_dynamics/

Does the Gray Wolf Population Need Protection? Students will read the article and do numbers 1 and 2 under the Research and Decide section. Students should list the pros and cons of each option as they relate to both humans and the wolves. Students will write a persuasive statement to support their decision. (Prentice Hall p. 128)Environmental Action – as a group, allocate resources to different “causes.”http://www.biologycorner.com/worksheets/environmentalaction.htmlEach member of your group is part of a committee for the Environmental Organization, MCEAO (Memphis City Environmental Action Organization). The MCEAO has $20,000 to allot to environmental programs. Many groups have submitted their applications to receive this money. Your team's job is to determine how the $20,000 should be spent. At the end of the hour, your group will be asked to explain what your $20,000 was spent on and to justify your choices. (Practice 6/ Literacy.RST.9-10.8)

Standard 2- Interdependence - Population Ecology and Energy Flow – 1 WeekCLE 3210.3.1 Analyze the flow of energy through an ecosystem.

Scaffolded (Unpacked) Ideas1. Energy can be changed from one

CLE 3210.T/E. 4 – Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems.

Analyze energy flow through an ecosystem.

Describe how energy flows through an ecosystem from

Glencoe – Chapter 2 Principles of Ecology2.1 – Organisms and Their Relationships2.2 – Low of Energy in an Ecosystem

Academic Vocabulary: ecology, biosphere, biotic factor, abiotic factor, population, biological community, ecosystem, biome, habitat, niche,

2016-2017 Page 7 of 18

Science First Nine Weeks Biology

State Standards Embedded Standards Outcomes Content Connectionsform to another in living things.2. Plants and many micro-organisms use solar energy to combine molecules of carbon dioxide and water into complex, energy rich organic compounds and release oxygen to the environment.3. Chemosynthesis employs inorganic molecules to meet the energy needs of some living things.4. Energy flows through ecosystems in one direction only, from producers to consumers that may be herbivores, carnivores, omnivores, or decomposers.5. Food refers to substances, such as carbohydrates, proteins, and fats, from which organisms derive energy.6. Most organisms obtain energy from oxidizing food through a process called cellular respiration.7. Anaerobic respiration involves food molecule breakdown in the absence of oxygen.8. Aerobic respiration is generally equated with fermentation.9. Energy is released when the chemical bonds of food molecules are broken and new compounds with lower energy bonds are formed.

10. Energy released during aerobic and aerobic respiration is temporarily stored in phosphate bonds of a small high-energy compound called Adenosine triphosphate (ATP).

CLE 3210.3.4 Describe the events which occur during the major biochemical cycles.

CLE 3210.Inq. 3 – Use appropriate tools and technology to collect precise and accurate data

producers through the different levels of consumers.

Describe the sequence of events associated with biological succession.

Track energy flow through an ecosystem.

Construct models of the carbon, oxygen, nitrogen, phosphorous, and water cycles

2.3 – Cycling of MatterData Analysis Lab – Does temperature affect growth rates of protozoans? P. 39

Mini Lab – Construct a Food Web p. 42

Mini Lab – Test for Nitrates p. 48

https://www.khanacademy.org/partner-content/big-history-project/life/other-materials5/v/bhp-carbon-cycle#!

Bio-Lab –Explore Habitat Size and Species Diversity p. 51

Formative Assessment p. 49

The Water Cycle PowerPointThe Nitrogen Cycle PowerPointCarbon Oxygen Cycle PowerPointWater Cycle Worksheets

Formative Assessment p. 40

Assessment questions 1-18, pp. 56-57

Prentice Hall - Chapter 3 The Biosphere3.1 - What is Ecology?3.2 – Energy Flow3.3 – Cycles of Matter

Engage/ExploreInquiry Activity p. 62 – How do organisms affect one another’s survival?

Quick Lab – How is a food chain organized? P. 70

predation, symbiosis, mutualism, commensalism, parasitism

Performance TasksNatural Cycles – Students will make a graphic organizer to compare and contrast the water cycle and the carbon cycle.The EnvironmentStudents will write a short essay explaining how the work of Wangari Maathai helped both the environment and impoverished women and children in Africa.Analyze an ArgumentHave students evaluate the following argument: Oxygen is the only abiotic factor that allows life to survive in the classroom, so as long as there is enough oxygen, all life will survive. Students will make and defend their argument in an essay. (Practice 7/ Literacy.RST.9-10.8)BiosphereCreate a graphic organizer that outlines the level s of organization beginning with an organism and ending with the biosphereCreating a TableRefer to Figure 3-2, p. 64 (Prentice –Hall), which shows the various levels of organization that ecologists study. In a table, provide examples of the ecological levels where you live-individuals, populations, communities, and ecosystems-that could be studies by ecologists.

2016-2017 Page 8 of 18

Science First Nine Weeks Biology

State Standards Embedded Standards Outcomes Content ConnectionsScaffolded (Unpacked) Ideas1. In nature, the total amount of matter remains constant, even though its form and location change.2. Key chemical elements and molecules, such as carbon, oxygen, nitrogen, phosphorous, and water are transferred through living and non-living components of the biosphere.3. As matter flows through different levels of organization in living systems atoms and molecules on the earth are cycled.4. Changes in the availability of matter and the ability of the ecosystem to recycle materials affect the distribution and abundance of organisms

Analyzing Data - Farming in the Rye – p. 79

Activities/LabsMake Connections – Nutrient Cycles p.76

Real-World Lab – Identifying a Limiting Nutrient - p. 81

Scientific Argumentation in Biology – Generate an Argument Activity 9 –Surviving Winter in the Dust Bowl (Food Chains and Trophic Levels)- p. 113

(Practice 3/ Literacy.RST.9-10.7)Technology & Society – Exploring Ecology from SpaceStudents will use the library or internet resources to learn more about the use of satellites in ecological studies. Students will decide how ecologists and local government might use the data in their discussion to improve the city’s environment. Students will prepare presentations for class discussion.Interdependence in NatureRefer to figure 3-8, p. 71 (Prentice Hall), which shows a food web in a salt marsh. Choose one of the food chains within this web. Then, write a paragraph describing the feeding relationship among the organisms in the food chain. Hint: Use the terms producers, consumers, and decomposers in your description.

Standard 2 – Interdependence - Principles of Ecology and Biodiversity – 3 WeeksCLE 3210.2.4 Describe the sequence of events associated with biological succession

CLE 3210.2.1 Investigate how the dynamic equilibrium of an ecological community is associated with interactions among its organisms.

Scaffolded (Unpacked) Ideas1. The world’s broad diversity of environmental conditions creates a wide range of habitats.2. Different groups of organisms that occupy a common habitat are referred to as a biological community.

Describe a sequence of events that illustrates biological succession.

Describe how energy flows through an ecosystem from producers through the different levels of consumers.

Describe the sequence of events associated with biological succession.

Predict how population changes of organisms at different trophic levels affect an ecosystem.

Investigate how the dynamic

Glencoe – Chapter 3 –Communities, Biomes, and Ecosystems3.1 – Community Ecology3.2 – Terrestrial Biomes3.3 - Aquatic Ecosystem

Data Analysis Lab – How do soil invertebrates affect secondary succession in a grassland environment? p. 63

Mini-Lab – Formulate a Climate Model p. 66

Demo – Soil pH – p. 69

Demo – Map Aquatic Ecosystems p. 74

Academic VocabularyCommunity, limiting factor, tolerance, ecological succession, primary succession, climax community, secondary succession, weather, latitude, climate, tundra, boreal forest, woodland, grassland, desert, tropical savanna, tropical seasonal forest, tropical rain forest, sediment, littoral zone, limnetic zone, plankton, profundal zone, wetlands, estuary, intertidal zone, photic zone, aphotic zone, benthic zone, abyssal zone

Performance TasksTechnical Writing –Have students write driving instructions from their area to the nearest tundra. Provide world maps

2016-2017 Page 9 of 18

Science First Nine Weeks Biology

State Standards Embedded Standards Outcomes Content Connections3. Interactions within a community are driven by the need for food, reproduction, or safety and may have positive or negative outcomes.4. An ecosystem consists of a number of biological communities characterized by one or more equilibrium states that are relatively stable within a range of conditions.5. Equilibrium conditions refer to the numbers and types of organisms that occupy different trophic levels in a community.6. Each equilibrium state is dynamic, i.e., responsive to changes in the environment.7. Changes in equilibrium conditions are associated with the periodic decline and resurgence depending on factors such as energy and nutrient inputs, predator-prey relationships (including diseases), or environmental disturbance.8. Biodiversity, or the amount of variation in life forms within a given ecosystem, biome, or an entire planet, is determined by associated abiotic and biotic conditions.9. Biological succession is a natural process of community change that occurs through a predictable sequence of stages.10. The rate of succession depends upon factors such as environmental conditions, characteristics of species that comprise the community, and interactions among these species.

equilibrium of an ecological community is associated with interactions among its organisms.

Investigate how changes in environmental conditions affect the organisms in a model ecosystem.

Analyze human population distribution graphs to predict the impact on global resources, society, and the economy.

Virtual Lab – CD-ROM – Students will populate a saltwater aquarium and monitor the conditions to ensure a healthy marine biome.

Mini-Lab – Prepare a Scientific Argument – p. 77

Bio-Lab – A Pond in a Jar – p. 83

Assessment Practice –pp. 88-89 – questions 1-18

http://www.biologycorner.com/

worksheets/interpreting_data.htmlHumans affecting Aquatic EcosystemsHow Humans affect the Ecosystem

Prentice Hall - Chapter 4 – Ecosystems and Communities4.1 – The Role of Climate4.2 – What Shapes an Ecosystem?4.3 – Biomes4.4 – Aquatic Ecosystems

Inquiry Activity – What relationships exist in an ecosystem? p. 86

Demo – Community Interaction p. 92Quick-Lab – How do abiotic factors affect different plant species? p. 91

Analyzing Data – Ecosystem Productivity- p. 111

Exploration – Observing Succession p. 113

Test Prep – p. 117

and have students indicate major landmarks along the route between the two areas.(Practice 2/ Literacy.RST.9-10.3 ) SuccessionStudents will create a graphic organizer of their choice on the types of succession.Endangered AnimalHave students research a threatened or endangered animal that lives in the tropical rain forest and write a short poem about it.In the Field – Career: Wildlife Conservation BiologistStudents will write the article on p. 82, (Glencoe) and then do an oral report. Students can visit www.biologygmh.comthis links to video and images from the Megatransect. Students will develop an oral presentation describing the skills and knowledge that make the project a success.

EcosystemStudents will write a short story about an ecosystem that is disturbed and undergoes succession. HINT: Students should include a flowchart with your story to show the main stages of change.

Scientific Argumentation in Biology – Generate an Argument Activity 7 –Decline in saltwater Fish Populations – 81

2016-2017 Page 10 of 18

Science First Nine Weeks Biology

State Standards Embedded Standards Outcomes Content ConnectionsVernier – Activity # 15 Biodiversity and Ecosystemshttp://www2.vernier.com/sample_labs/BWV-15-COMP-biodiversity_ecosystems.pdf

CLE 3210.2.3 Predict how global climate change, human activity, geological events, and the introduction of non-native species impact an ecosystem.

Scaffolded (Unpacked) Ideas1. A population consists of a group of organisms of the same species that occupies a particular area.2. Populations change over time.3. Populations have descriptors, such as birth and mortality rates, that are distinct from characteristics that describe individual members of a group.4. Population density is the number of individuals in a given area at a given time.5. Graphs and tables can be used to illustrate the stability or changing status of a population.6. Organisms have the ability to reproduce infinitely; yet environmental resources are finite.7. The upper limits to which a population can expand is determined by the carrying capacity of the environment.8. The human population has the potential to deliberately or inadvertently alter equilibrium conditions in natural ecosystems.9. Natural disturbances such as

CLE 3210.Inq. 5 – Compare experimental evidence and conclusions with those drawn by others about the same testable question.

CLE 3210.T/E. 1 – Explore the impact of technology on social, political, and economic systems.

CLE 3210.T/E. 4 – Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems.

Predict how global climate change, human activity, geologic events, and the introduction of non-native species impact an ecosystem.

Make inferences about how a specific environmental change can affect the amount of biodiversity.

Predict how a specific environmental change may lead to the extinction of a particular species.

Explain how human activities can directly impact ecosystems both positively and negatively.

Glencoe – Chapter 5 Biodiversity and Conservation5.1 – Biodiversity5.2 – Threats to Biodiversity5.3 – Conserving Biodiversity

Demonstration – Economic Importance of Biodiversity p. 118

Formative Assessment TE p. 121Mini-Lab – Investigate Threats to Biodiversity p. 121

Mini-Lab – Survey Leaf Litter Samples p. 127

Formative Assessment p. 128

Data Analysis Lab – Use Numbers- p. 131

Bio-Lab – How can surveying a plot of land around your school help you understand the Health of your ecosystem? p. 137

Assessment Practice pp. 142-143

Carrying CapacityStages of Ecological Succession

Prentice Hall – Chapter 6 – Humans in the Biosphere6.1 - A Changing Landscape6.2 - Renewable and Nonrenewable Resources6.3 – Biodiversity

Academic VocabularyExtinction, biodiversity, genetic diversity, species diversity, ecosystem diversity, background extinction, natural resource, overexploitation, habitat fragmentation, edge effect, biological magnification, eutrophication, introduced species, renewable resources, nonrenewable resources,Endemic, bioremediation, biological augmentationPerformance TasksBiodiversityStudents will make a graphic organizer to help them understand the three levels of biodiversity and the importance of biodiversity to the biosphere.DiversityStudents will write a short report explaining the desirability of maintaining genetic diversity in domesticated animals, such as dogs, cats, pigs, cattle, and chickens. Include the advantages and disadvantages in the report.Threatened SpeciesStudents will prepare a brochure about a species that is threatened or endangered as a result of overexploitation or habitat destruction.Environmental ProblemsStudents will work in pairs to write a letter to the editor of the local newspaper advocating a proposed

2016-2017 Page 11 of 18

Science First Nine Weeks Biology

State Standards Embedded Standards Outcomes Content Connectionsflood, fire, climate change, or habitat degradation can profoundly affect the stability and composition of an ecosystem.

6.4 – Charting a Course for the Future

Inquiry Activity – What happens to household trash? P. 138Demonstration – Air Resources p. 148Quick Lab – How does biological magnification occur? P. 153

Analyzing Data – Banning CFCs – p. 158Design an Experiment – Observing the Effects of Acid Rain – p. 161

Test Prep – p. 165 – Questions 1-10

solution to an environmental problem that affects biodiversity at a local, national, or international level. See p. 133 for additional information. (Practice 6/Literacy.RST.9-10.8)In the Field – Career: Conservationist p. 136Students will read the article and then develop an action plan on how they can get involved with tree planting in their community. They will develop an action plan that includes contacting local groups for information, designing the project, obtaining resources, and implementing the activity.

Standard 5 - The History of Life and Natural Selection – 3 WeeksCLE 3210.5.4 Summarize the supporting evidence for the theory of evolution.

Scaffolded (Unpacked) Ideas1. Molecular evidence based on DNA sequences supports the anatomical and fossil evidence for evolution and provides additional detail about the degree of relatedness among organisms.2. Natural selection provides the following mechanism for evolution: variation in inherited characteristics exists within every species; some of these characteristics give individuals an advantage over others in

CLE 3210. Inq. 1 – Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.

CLE 3210.Inq. 5 – Compare experimental evidence and conclusions with those drawn by others about the same testable question.

CLE 3210.Inq. 6 – Communicate and defend scientific findings

Explain how natural selection operates in the development of a new species.

Associate fossil data with biological and geological changes in the environment.

Glencoe – Chapters 14 – History of Life14.1 – Fossil Evidence of Change14.2 – The Origin of Life

Demonstration – Plaster Casts p. 394

Mini-Lab – Correlate Rock Layers Using Fossils p. 397

Formative Assessment pp. 400 & 407

Data Analysis – p. 406

Bio-Lab – p. 409

Academic VocabularyFossil, paleontologist, relative dating, Law of Superposition,radiometric dating, half-life, geologic, time scale, epoch, era, period, Cambrian explosion, K-T boundary, plate tectonics, spontaneous generation, theory of biogenesis, endosymbiont theory

Performance TasksThe Origin of LifeStudents will make a graphic organizer to help them understand some of the early experiments related to the origin of life.Paleozoic EraStudents will write a summary of

2016-2017 Page 12 of 18

Science First Nine Weeks Biology

State Standards Embedded Standards Outcomes Content Connectionssurviving and reproducing; and the advantaged offspring, are more likely than others in the group to survive and reproduce. 3 Over time, the percentage of individuals that have advantageous characteristics will increase.3. Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, and the striking molecular similarities among diverse species of living organisms.4. The combination effect of natural selection acting for millions of years on new characteristics within diverse and changing environments has produced a succession of new species.

CLE 3210.5.1 Associate structural, functional, and

Create graphic organizers to demonstrate the relationship between form and function in representative organisms.

Compare and contrast the structural, functional, and behavioral adaptations of

Assessment Practice pp. 414-415Prentice Hall Chapter 17- The History of Life17.1 – The Fossil Record17.2 – Earth’s Early History17.3 – Evolution of Multicellular Life17.4 – Patterns of Evolution

Engage/Explore – Inquiry Activity – How can you date a rock? p. 416

Quick Lab – What is a half-life? p. 420

Analyzing Data – Changing Number of Marine Families p. 438

Exploration – Modeling Coevolution p. 441

Scientific Argumentation in Biology – Generate an Argument Activity 8–History of Life on Earth- p. 103

Prep Test p. 445Adaptations Worksheet

Natural Selection and Evidence of Evolution

the Paleozoic Era using the following terms: invertebrates, land plants, swamp amphibians, armored fish, and reptiles.Origins: Early LifeStudents will research the work of John Needham, Lazzaro Spallanzani, and Anton van Leeuwenhoek and write a summary of how their work related to the experiments conducted by Pasteur and RediERASStudents will choose one of the periods describe in their textbook. Then, write a story about life during that time. Include information about the life-forms, weather, and other characteristics.

Glencoe – Chapter 15 – Evolution15.1 - Darwin’s Theory of Evolution by Natural Selection15.2 – Evidence of Evolution15.3 – Shaping Evolutionary Theory

Data Analysis – How does Artificial

Academic VocabularyArtificial selection, natural selection, evolution, derived trait, ancestral trait, homologous structure, vestigial structure, embryo, biography, fitness, camouflage, mimicry, Hardy-Weinberg Principle, genetic drift, founder effect, bottleneck,

2016-2017 Page 13 of 18

Science First Nine Weeks Biology

State Standards Embedded Standards Outcomes Content Connectionsbehavioral adaptations with the ability of organisms to survive under various environmental conditions.

animals or plants found in different environments.

selection change corn? p. 421

Formative Assessment p. 422

Demonstration – Vestigial Structures p. 425

Mini Lab – Investigating Mimicry p. 429Formative Assessment p. 430Data Analysis – How does pollution affect melanism in moths? P. 435

Bio-Lab – Can Scientists Model Natural Selection? P. 443

Assessment Practice pp. 448-449Prentice Hall – Chapter 15 -Darwin’s Theory of Evolution15.1 – The Puzzle of Life’s Diversity15.2 – Ideas That Shaped Darwin’s Thinking15.3 – Darwin Presents His Case

Engage/Explore – Do lima beans show variation? P. 389

Quick Lab – New vegetable from old? P. 379

Exploration – Modeling Adaptation – p. 387

Test Prep – p. 391

Evolution Notes, Handouts, and PowerPoints

stabilizing selection, directional selection, disruptive selection, sexual selection, pre-zygotic isolating mechanism, post-zygotic isolating mechanism, allopatric speciation, sympatric allopatric, adaptive radiation, gradualism, punctuated equilibrium

Performance TasksPopulation Change Over TimeStudents will make a graphic organizer to help them organize what they learn about the steps of natural selection.Founder EffectStudents will write a paragraph that explains why the founder effect can have a great effect on a small population’s gene pool.Darwin and WallaceStudents will use available resources to find out more about Darwin and Wallace. Students will write a dialogue between these two men, where the conversation shows the similarities in their careers and theories.

2016-2017 Page 14 of 18

Science First Nine Weeks Biology

State Standards Embedded Standards Outcomes Content ConnectionsNOVA PBS-Evolution Webpage

TOOLBOXUnit 1.1 Population Ecology and Energy Flow

Plans

Estimating Population Size - You will be expected to estimate the size of a sample population using the mark-recapture technique. Be able to apply the technique to new population problems and compare the mark and recapture technique to other methods of population estimating.http://www.biologycorner.com/worksheets/estimating_population_size.html

Predator Prey SimulationIn a stable ecosystem, the number of predators and the number of prey fluctuate, but remain relatively constant. Three factors can affect the cycling of predator and prey numbers: the reproductive rate of the prey, the number of prey eaten by each predator and the reproductive rate of the predatorIn this simulation, you will manipulate those three variables to determine how they affect the overall predator and prey populations. This simulation is located at:http://www.biologycorner.com/worksheets/pred_prey.html

Lesson Plans Inc: Ecologyhttp://www.lessonplansinc.com/biology_lesson_plans_ecology_lab.php

Unit 1.1

Population Ecology and Energy Flow

Background for Teachers

Prentice Hall Student PracticeRSW: Sect 17-1, 17-2, 17-3, 17-4ARSW: Sect 17-1, 17-2, 17-3, 17-4Encyclopedia of Earth

Population Activities

Unit 1.1

Population Ecology and Energy Flow

Student Activities

Deer: Predation or Starvation --http://www.biologycorner.com/worksheets/predator_prey_graphing.html

Interpreting Ecological Datahttp://www.biologycorner.com/worksheets/interpreting_data.html

Population Biology Simulation

2016-2017 Page 15 of 18

Science First Nine Weeks Biology

TOOLBOXhttp://glencoe.mcgraw-hill.com/sites/dl/free/0078757134/383928/BL_04.html

Plant and Animal - Mini EcosystemPurpose: In this lab you will observe the interaction of a snail and a water plant in a closed environment. The use of an indicator will allow you to observe the presence of oxygen and carbon dioxide in the environment.http://www.biologycorner.com/worksheets/ecosystem.html

Elements of Biology: Ecosystems- Organisms and Their Environments

Scientific Argumentation in Biology NSTA Press Activity 9 Surviving Winter in a Dust Bowl

Scientific Argumentation in Biology NSTA Press Activity 26 Misconceptions About Interactions That Take Place Between Organisms

Unit 1.1Population Ecology and Energy FlowOther Resources

Biome Map Coloringhttp://biologycorner.com/worksheets/biome_map.html

Environmental Action – as a group, allocate resources to different “causes”http://www.biologycorner.com/worksheets/environmentalaction.html

Scientific Argumentation In Biology by the NSTA Press

http://strandmaps.nsdl.org/

Interactive Sites for Education

Unit 1.2

Principles of Ecology and Biodiversity

Plans

Lesson Planet –Biochemical Cycleshttp://www.lessonplanet.com/lesson-plans

Unit 1.2

Principles of Ecology and Biodiversity

Background

Succession: A Closer Lookhttp://www.nature.com/scitable/knowledge/library/succession-a-closer-look-13256638

Biochemical Cycleshttp://www.rpdp.net/sciencetips_v2/E12C3.htm

2016-2017 Page 16 of 18

Science First Nine Weeks Biology

TOOLBOXfor Teachers

Biogeochemical Cycling and the Phosphorus Cyclehttp://education-portal.com/academy/lesson/biogeochemical-cycling-and-the-phosphorus-cycle.html

Unit 1.2

Principles of Ecology and Biodiversity

Student Activities

What is your biodiversity IQ?http://www.biologycorner.com/worksheets/environmentalaction.html

GIZMOS: Greenhouse Effect

Scientific Argumentation in Biology NSTA Press Activity 7 Decline in Saltwater Fish Populations

Unit 1.2

Principles of Ecology and Biodiversity

Other Resource

Biochemical Cycleshttp://www.lessonplansinc.com/lessonplans/biogeochemical_cycles_study_guide.pdf

Scientific Argumentation In Biology by the NSTA Presshttp://strandmaps.nsdl.org/

Interactive Sites for Education

Unit 1.3

The History of Life and Natural Selection

Plans

Elements of Biology: Evolutionhttp://school.discoveryeducation.com/lessonplans/pdf/eb_evolution/eb_evolution.pdf

Who Was Charles Darwin?http://www.pbs.org/wgbh/evolution/educators/lessons/lesson2/act1.html

What is the Evidence of Evolution?http://www.pbs.org/wgbh/evolution/educators/lessons/lesson3/teach.html

Unit 1.3

The History of Life and Natural Selection

Background for Teachers

Important Events in the History of Lifehttp://evolution.berkeley.edu/evosite/evo101/IIE2Importantevents.shtml

Common Misconceptions of Evolutionhttp://evolution.about.com/od/Overview/tp/5-Common-Misconceptions-Of-Evolution.htm

What is Evolution?http://evolution.about.com/od/Overview/a/What-Is-Evolution.htm

How Did Life Begin?http://www.pbs.org/wgbh/nova/evolution/how-did-life-begin.html

Unit 1.3 Online Lessons for Learning Evolution Darwin Great Voyage of Discovery

2016-2017 Page 17 of 18

Science First Nine Weeks Biology

TOOLBOX

The History of Life and Natural Selection

Student Activities

The Biology Corner --- The Peppered Moth Simulation or The Peppered Moth Simulation (Kit)http://www.biologycorner.com/worksheets/pepperedmoth.html

The Biology Corner --- Natural Selection Simulationhttp://www.biologycorner.com/worksheets/naturalselection.html

Ecology Scavenger Hunt (Web Quest)

Evidence of Evolution” Web Questhttp://www.pbs.org/wgbh/evolution/educators/lessons/lesson3/act2.html

Scientific Argumentation in Biology NSTA Press Activity 3 Desert Snakes

Scientific Argumentation in Biology NSTA Press Activity 25 Misconception About Life of EarthUnit 1.3

The History of Life and Natural Selection

Other Resources

Lesson Plans Inc. -- Evolution Lesson Planshttp://www.lessonplansinc.com/biology_lesson_plans_darwin_evolution.php

The Biology Corner --- The Theory of Evolutionhttp://evolution.berkeley.edu/evosite/evo101/IIE2Importantevents_text.shtml

Scientific Argumentation in Biology NSTA Press

Explore Learning GIZMOS

http://strandmaps.nsdl.org/

Interactive Sites for Education

2016-2017 Page 18 of 18