honors biology a: module 1 - arizona state university

Honors Biology A: Module 1

Subject: Biology A

Grade: 9-12

Module 1: Science Skills

Developed By: Jessica Heisley

Module EQ: How can I think and work more like a scientist?

Big Ideas:

Scientific Method

Experimental Design

Theory vs theory

Graphing

Characteristics of Life

Interdependen ce of Living Things

Water, Acids, Bases

Essential Questions:

What are the key skills and qualities a scientist uses every day to further understanding?

What are the steps of the Scientific Method and how can I use this process in my everyday life?

How do we identify the different groups and variables in an experiment?

How is the scientific use of the word “theory” different from the everyday use of the word?

What are some techniques that can be used to determine if an internet source is reliable?

Why do we use different types of graphs and how do we properly set them up?

How do we know if something is living?

Common Misconceptions:

Science is always done in the same way.

Science never changes, it is just a bunch of facts.

Science does not relate to my everyday life.

A theory is just an example of a hypothesis.

Everything on the internet is true and reliable.

It is OK to copy/paste sections from the other’s work and put it into my own work without citing my source.

Skills to be Mastered:

Analyze the skills necessary to be a scientist.

Identify the different variables and groups within an experiment.

Critique online info sources for reliability.

Properly cite sources.

Proper graph selection and creation.

Learning Outcomes for Module 1

Learning Outcomes: By the end of Module 1, students will be able to use the skills all scientists possess in order to work through a Case Study. This Case Study will involve students using the Scientific Method, Proper Research Techniques from Reliable Sources and Graphing. (Note: once this case study is found/created, I can be more specific on this outcome - jessi)

To achieve the module outcome, students will be able to: 1. Identify, define and discuss the groups and variables in an experiment. 2. Explain how a scientific theory is different from the everyday use of the word theory. (maybe -- depends on case study) 3. Understand the four unifying principles of Biology. (maybe -- depends on case study) 4. Select reliable information sources on the internet by using proper research techniques. 5. Properly cite their sources. 6. Properly create a line graph and/or bar graph.

Pre-Assessments/Formative Assessments/Summative Assessment

Pre-Assessments: ● Starter Quiz at the beginning of each week (required)

In what ways do living things rely on one another?

Why is water important for life?

What are acids and bases? How do they affect living things?

Living things are independent of one another.

Formative Assessments: ● End-of-Week Quiz ● Activities throughout each module (ck-12 Activities, Discussions, Assignments, Labs -- see Plans below for details -- per individual

teacher) ● Assessments built into teacher’s Live Classes (Polls, Quizzes, Discussions, Collaborations -- per individual teacher)

Post-Assessments:

● Case Study ● Canvas Mini-Test ● Break up larger modules into “topics” and associated assessments, then the end-of-module assessment could be more project-based

and doesn’t need to cover ALL the standards from the module because you’ve assessed them already (earlier in the module). ● You can have multiple summative assessments within the same module.

NGSS Standards in this Unit (From ODE )

Resources

Lesson Plan Overview

Week Module Topic NGSS (“I can,”) Live Instruction Ideas Canvas/Independent Activities

1 1 Intro to I can explain the ● Welcome to Bio ● TBD: Getting Started Stuff

MAIN SUPPORT EXTRAS

G-Drive: Biology A, Module 1 CK-12 Textbook: Biology A, Chapter 1

Secondary Science Approved Resources

Bio: ● Getting

Started ● Scientif

ic Method

● Experi mental Design

general process of the Scientific Method.

I can identify the groups & variables in an experiment.

● Sci Method/Experimental Design

● CK-12 Lessons/Practices ○ Sci Method ○ Experimental Design

● Activity: Experimental Design Practice ● Intro to Bio Discussion

2 1 Intro to Bio: ● Scientif

ic Theorie s

● Principl es of Biology

● Charac teristics of Life

● Graphi ng

I can explain how a scientific theory is different from the everyday use of the word theory.

I can describe the four unifying principles of Biology.

I can describe the main characteristics of life.

I can properly create a line graph and/or bar graph .

● Theories/Principles of Bio

● Graphing

● Starter Video/Starter Quiz ● CK-12 Lessons/Practices

○ Sci Theories ○ Principles of Bio ○ Characteristics of Life ○ Graphing (not CK-12)

● Activity: Graphing Project

3 1 Intro to Bio: ● Interde

penden ce of Living Things

● Water and Life

● Acids and Bases

I can give examples of how living things rely on each other for survival.

I can explain why water is important for life.

● Water, Acids, Bases (prep for case study)

● Case Study

● Starter Video/Starter Quiz ● CK-12 Lessons/Practices

○ Interdependence of Living Things ○ Water and Life ○ Acids and Bases

● Activity: Case Study (summative) ● Module 1 Mini-Test (summative)

Honors Biology A: Module 2

I can compare and contrast acids and bases.

Academic Vocabulary

Week 1 Week 2 Week 3

Scientific Method Observation Hypothesis Prediction Replication of Results Falsifiable Experiment Variable Control Experiment Independent Variable Dependent Variable Sample Size Repetition

Scientific Theory Theory Theory of Evolution Cell Theory Germ Theory X-axis Y-axis Cell Theory Gene Theory Homeostasis Evolution Adaptation Development Reproduction Metabolism Cell Organism

Interdependence Symbiosis Competition Polarity Hydrogen Bond Solution Ion Acidity Acid Base

Subject: Biology A

Module 2: Structures & Functions for Life

Grade: 9-12 Developed By: Jessi Heisley

Module EQs: What are the essential “things” needed for the survival of living organisms? What are the essential “actions” that living organisms perform?


Learning Outcomes:

Big Ideas:

Levels of Organization

Cells

Passive & Active Transport

Homeostasis

Cell Cycle

Stem Cells


What are the levels of organization in organisms?

What are cells and how do they function?

How do different substances move around through our bodies?

How do organisms keep their bodies within livable parameters?

How do cells reproduce and why do they do this?

What is the big deal with stem cells?


Larger organisms have larger cells.

Cells are static structures.

Molecules stop moving at equilibrium.

Enzymes are used up in reactions.

All stem cells are able to turn into any type of cell.


Describe the diversity of cell shapes, and explain why cells are so small.

Identify the parts that all cells have in common.

Contrast prokaryotic and eukaryotic cells; plant and animal cells.

Explain what homeostasis is discuss the evidence that feedback mechanisms help to maintain homeostasis.

Model the main steps to cell division and explain why cells divide.

Explain what stem cells are and discuss the possible uses for them.

By the end of Module 2, students will be able to: 1. Defend the claim that living things are organized entities, developed through mitotic division and differentiated into a hierarchy of cells, tissues, organs, etc. 2. Use models to explain how cellular processes maintain homeostasis within cells and therefore within the organism.


Pre-Assessments: ● Starter Quiz at the beginning of each week (required) ● Anchoring Phenomenon Brainstorm (weekly, biweekly, or per module -- optional)

Formative Assessments:

● End-of-Week Quiz ● End-of-Week/End-of-Module Phenomenon Discussion (optional) ● Activities throughout each module (ck-12 Activities, Discussions, Assignments, Labs -- see Plans below for details -- per individual teacher) ● Assessments built into teacher’s Live Classes (Polls, Quizzes, Discussions, Collaborations -- per individual teacher)

Summative Assessments:

● Module Test ● Module Project/Assignment ● Break up larger modules into “topics” and associated assessments, then the end-of-module assessment could be more project-based and

doesn’t need to cover ALL the standards from the module because you’ve assessed them already (earlier in the module). ● You can have multiple summative assessments within the same module.


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

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

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

Resources



4 2 ● Levels of Org. ● Prokaryotic and

Eukaryotic cells ● Cell Organelles

I can compare and contrast prokaryotic and eukaryotic cells.

I can describe the functions of the main cell organelles and explain why they are important for life.

● What are the “Weekly Phenomenons?”

● Levels of Org ● Prok vs. Euk

● Starter Video/Starter Quiz ● CK-12 Lessons/Practices ● Activity: Cell Differences Flip Book ● End of Week Quiz

5 2 ● Cell Organelles ● Plant & Animal Cells

I can describe the functions of the main cell organelles and explain why they are important for life.

I can compare and contrast plant and animal cells.

● Cell Organelles ● Plant vs. Animal

● Starter Video/Starter Quiz ● CK-12 Lessons/Practices ● Activity: Cell Differences Flip Book ● End of Week Quiz

MAIN SUPPORT EXTRAS


Gizmos


6 2 ● Passive & Active Transport

● Homeostasis

I can compare and contrast passive and active transport.

I can describe what homeostasis is and explain its importance to living things.

I can use a model to help explain how feedback mechanisms maintain homeostasis.

● Transport ● Homeostasis

● Starter Video/Starter Quiz ● CK-12 Lessons/Practices ● Activity: Passive vs Active Transport

Comparison Chart ● Lab: Diffusion ● Activity: Homeostasis Model ● End of Week Quiz

7 2 ● Chromosomes ● Cell cycle (mitosis) ● Regulation of the

cell cycle

I can describe the importance of cell division.

I can model cell division and illustrate how it is important in producing and maintaining complex organisms like plants and animals.

● Chromosomes & Cell Cycle ● Cell Cycle in the “real world”

● Starter Video/Starter Quiz ● CK-12 Lessons/Practices ● Activity: Cell Cycle & Cancer ● Lab: Mitosis Onion Root Tip Lab ● End of Week Quiz

8 2 ● Stem cells I can explain how the different types of stem cells are important in producing and maintaining complex organisms.

● Stem Cells ● M2 Review

● Starter Video/Starter Quiz ● CK-12 Lessons/Practices ● Activity: Stem Cells ● Module 2 Test

Academic Vocabulary

Week 4 Week 5 Week 6 Week 7 Week 8

Cell Nucleus Passive Transport Chromosomes Stem Cell

Biology A: Module 3

Tissue Organ Organ System Organism Cell Theory Plasma Membrane Cytoplasm Ribosome DNA Nucleus Prokaryotic Cell Eukaryotic Cell Organelle Selectively Permeable Hydrophilic Hydrophobic Cytoskeleton

Nuclear Envelope Nucleolus Ribosome Mitochondria Endoplasmic Reticulum Golgi Apparatus Vesicles Centrioles Photosynthesis Cell Wall Central Vacuole Chloroplast Multicellular

Diffusion Equilibrium Osmosis Hypertonic Hypotonic Isotonic Osmotic Pressure Facilitated Diffusion Active Transport Homeostasis Negative Feedback Positive Feedback

Chromatin Chromatid Gene Homologous Chromosomes Cell Division Binary Fission Cell Cycle Interphase G1 S G2 Cancer Mitosis Prophase Metaphase Anaphase Telophase Cytokinesis

Subject: Biology A

Grade: 9-12

Module 3: Biological Energetics

Developed By: Jessi Heisley

Module EQ: How do living organisms respire and get energy?

Big Ideas:

Biochemistry

Photosynthesis

Cellular Respiration

Aerobic vs Anaerobic Respiration


What are the different biomolecules found in living organisms and why are they important?

How are plants able to use sunlight?

How do organisms get the energy they need for survival?

How do matter and energy move differently through aerobic vs. anaerobic respiration?


Plants get most of their food from the soil. This is why fertilizers are needed.

Photosynthesis occurs only during the day.

Plants do not respire.

Glucose is the only molecule that organisms use for energy.


Explain how C, H, and O from sugar can combine with other elements to form amino acids and other biomolecules.

Model how photosynthesis

transforms light energy into

stored chemical energy.

Model how 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.

Explain the cycling of

matter and flow of energy

in aerobic and anaerobic

conditions.

Learning Outcomes Module 3

Learning Outcomes: By the end of Module 3, students will be able to:

1. Explain how C, H, and O from sugar can combine with other elements to form amino acids and other biomolecules. 2. Model how photosynthesis transforms light energy into stored chemical energy. 3. Model how 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. 4. Explain the cycling of matter and flow of energy in aerobic and anaerobic conditions.









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.

HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

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.

HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

Resources



9 3 ● Biochemistry ● Reactions ● Enzymes

I can explain how C, H and O in sugar can combine with other elements to form amino acids and other carbon-based molecules.

● Biochemistry ● Biochem in the “real world”

● Starter Video/Starter Quiz ● Weekly Phenomenon ● CK-12 Lessons/Practices ● Lab: Enzymes/Reactions ● End of Week Quiz

10 3 ● Photosynthesis I can use a model to show how photosynthesis transforms light energy into usable energy for the

● Photosyn Overview ● Photosyn in the “real world”

● Starter Video/Starter Quiz ● Weekly Phenomenon ● CK-12 Lessons/Practices ● Activity: Gizmo or Case Study

MAIN SUPPORT EXTRAS


Gizmos


plant. ● End of Week Quiz

11 3 ● Cellular Respiration

I can use a model to show how cellular respiration breaks the bonds in food and oxygen in order to form new compounds and release energy.

● Cell Resp Overview ● Cell Resp in the “real world”

● Starter Video/Starter Quiz ● Weekly Phenomenon ● CK-12 Lessons/Practices ● Activity: Gizmo or Case Study ● Lab: Yeast Balloon Lab ● End of Week Quiz

12 3 ● Aerobic vs. Anaerobic Resp.

I can compare and contrast how matter and energy move in aerobic respiration vs anaerobic respiration.

● Aerobic vs Anaerobic Resp ● M3 Review

● Starter Video/Starter Quiz ● Weekly Phenomenon ● CK-12 Lessons/Practices ● Activity: Aerobic vs. Anaerobic Chart ● Module 3 Test

Academic Vocabulary

Vocab will be updated as Lesson Plans and CK-12 links are created/embedded into Canvas. Week 9 Week 10 Week 11 Week 12

Carbon Compound Organic Compound Chemical Bond Chemical Reaction Carbohydrate Glucose Monosaccharide Disaccharide Polysaccharide Reactant Product Conservation of Matter Energy Exothermic

Autotroph Heterotroph Photosynthesis Cellular Respiration ATP Chloroplast Light Reactions Calvin Cycle Carbon Fixation Stomata Chemosynthesis

Aerobic Anerobic Cellular Respiration Glycolysis Krebs Cycle Electron Transport Fermentation Lactic Acid Fermentation Alcoholic Fermentation

N/A

Biology A: Module 4

Endothermic Activation Energy Biochemical Reaction Metabolism Catabolic Anabolic Catalyst Enzyme

Subject: Biology A

Grade: 9-12

Module 4: Genetics


Module EQ: What are the mechanisms of inheritance?

Big Ideas:

DNA/RNA Structure

Protein Synthesis

Meiosis


How does the structure of DNA affect how cells look and behave?

How do cells know how to look and act?

What is the molecular basis of an organism’s traits?

What are the mechanisms of inheritance?


DNA, genes, and chromosomes are interchangeable concepts.

Simple organisms such as bacteria do not have DNA.

All DNA sequences code for proteins.

Amino acids are products, rather


Use evidence to explain how the structure of DNA determines the structures of proteins.

Explain the role of DNA and

chromosomes in coding the

instructions for

characteristic traits passed

from parents to offspring.

Mendelian Genetics

Complex Inheritance Patterns

Mutations

Genetic Disorders

Pedigrees

Genetic Engineering

What are the different types of mutations and how do they affect an organism?

How are genetic disorders passed on?

How do traits span generations?

than reactants, of translation.

Meiosis (sexual/asexual reprod): 1. Sexual reproduction always

involves mating. 2. Plants do not reproduce

sexually. 3. Asexual reproduction occurs

only in microorganisms.

The expected proportions of genotypes in offspring, as given in a Punnett square, are the actual proportions.

Mutations: 1. All mutations are harmful. 2. All mutations change the

protein products of genes. 3. All mutations have phenotypic

effects.

Single genes are the cause of most genetic traits and inherited disorders.

The environment has no impact on genetics.

Genetic engineering is bad.

Make and defend a claim

based on evidence that

inheritable genetic

variations may result from

new genetic combinations

through meiosis



inheritable genetic


viable errors occurring

during replication.



inheritable genetic


mutations caused by

environmental factors.

Apply concepts of statistics

and probability to explain

the variation and

distribution of expressed

traits in a population.


Learning Outcomes: By the end of Module 4, students will be able to:

1. Use evidence to explain how the structure of DNA determines the structures of proteins. 2. Explain the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 3. Make and defend a claim based on evidence that inheritable genetic variations may result from new genetic combinations through meiosis 4. Make and defend a claim based on evidence that inheritable genetic variations may result from viable errors occurring during replication. 5. Make and defend a claim based on evidence that inheritable genetic variations may result from mutations caused by environmental factors. 6. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.









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.

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

to offspring.

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

viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

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

Resources



13 4 ● DNA/RNA Structure

● DNA Replication (& Errors)

● Protein Synthesis

I can describe the structure and function of DNA & RNA

I can model how DNA is replicated

I can defend a claim that genetic variation can result from errors during

● DNA/RNA Structure ● Replication & Errors

● Starter Video/Starter Quiz ● Weekly Phenomenon ● CK-12 Lessons/Practices ● Activity: Regulation of the Lactase Gene ● End-of-Week Quiz

MAIN SUPPORT EXTRAS


Gizmos


replication

14 4 ● Mutations ● Gene Regulation ● Meiosis (& Errors)

I can explain how the structure of DNA determines the structure of proteins

I can defend a claim that genetic variation results from meiosis

● Protein Synthesis ● Meiosis

● Starter Video/Starter Quiz ● Weekly Phenomenon ● CK-12 Lessons/Practices ● Activity: Birth & Death of Genes ● End-of-Week Quiz

15 4 ● Mendelian Genetics

● Punnett Squares

I can explain the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring

I can use Punnett Squares to explain the probability of how traits are expressed in a population

● Mendelian Genetics ● Punnett Squares Practice

● Starter Video/Starter Quiz ● Weekly Phenomenon ● CK-12 Lessons/Practices ● Activity: Punnett Squares? ● End-of-Week Quiz

16 4 ● Complex Inheritance Patterns

● Human Genome ● Epigenetics

I can use Punnett Squares to explain the probability of how traits are expressed in a population

I can defend a claim that genetic variation can result from environmental factors

● Complex Inheritance Patterns ● Mutations

● Starter Video/Starter Quiz ● Weekly Phenomenon ● CK-12 Lessons/Practices ● Activity: ● Mutation Lab ● End-of-Week Quiz

17 4 ● Genetic Disorders ● Pedigrees

I can explain how certain mutations can lead to genetic disorders

I can use pedigrees to show and explain how traits are passed through generations

● Genetic Disorders ● Pedigrees

● Starter Video/Starter Quiz ● Weekly Phenomenon ● CK-12 Lessons/Practices ● Activity: Pedigree Project ● End-of-Week Quiz

18 4 ● Biotechnology I can describe the purpose of uses of biotechnology.

● Biotechnology ● M4 Review

● Starter Video/Starter Quiz ● Weekly Phenomenon ● CK-12 Lessons/Practices ● Newsela Reading ● Module 4 Test

19 5 Review & Final ● Semester Review ● Starter Video/Starter Quiz ● Semester Study Guide ● Semester Exam

Academic Vocabulary

Vocab will be updated as Lesson Plans and CK-12 links are created/embedded into Canvas. Week 13 Week 14 Week 15 Week 16 Week 17 Week 18

DNA Protein Central Dogma Nitrogen Bases Chargaff’s Rule Nucleotide DNA Replication Semi-Conservative RNA mRNA tRNA rRNA Protein Synthesis Transcription Genetic Code Codon Start Codon Reading Frame Stop Codon Translation Ribosome

Mutation Germline Mutation Somatic Mutation Chromosomal Alterations Point Mutation Frameshift Mutation Mutagen Neutral Mutation Beneficial Mutation Harmful Mutation Gene Expression Meiosis Haploid Diploid Homologous Chromosomes Gametogenesis Spermatogensis Oogenesis Genetic Variation Crossing-Over

Law:Independent Assortment Locus Alleles Genotype Homozygous Heterozygous Dominant Recessive Phenotype Probability Punnett Square

Codominance Incomplete Dominance Multiple Alleles Human Genome Chromosomes Autosomes Sex Chromosomes Gene Linkage Genetic Trait Pedigree Sex-Linked Trait

Genetic Disorder Nondisjunction Gene Therapy Karyotype

Biotechnology Gene Cloning Recombinant DNA PCR Transgenic

Honors Biology B: Module 6

Anticodon Polypeptide Chain

Independent Assortment Random Fertilization Asexual Reproduction Sexual Reproduction

Subject: Biology B

Grade: 9-12

Module 6: Living Things


Module EQ: How do we describe the major living things that inhabit the Earth?

Big Ideas:

Classification of living things

Plants vs. Animals

Inverts vs. Verts

Classification of major animal groups


How do we classify living things?

What are the key differences between plants and animals?

What are the key differences between invertebrates and vertebrates?

How do we classify the major animal groups?

What are the evolutionary trends seen in the major animal groups?



Classification of Living Things

Similarities and differences between plants/animals and inverts/verts.

Discussion of the evolutionary trends seen in major animal groups.

Discussion of the ecological importance of major animal groups.

Learning Outcomes for the Module

Learning Outcomes: By the end of the module, students will be able to:

1. Understand how living things are classified. 2. Compare and contrast plants and animals. 3. Compare and contrast invertebrates and vertebrates. 4. Describe the classifications of the major vertebrate groups. 5. Explain the evolutionary trends of the major vertebrate groups. 6. Describe the ecological importance of the major vertebrate groups.




● End-of-Week Quiz

Evolution of major animal groups

Ecology of major animal groups

What is the ecological importance of the major animal groups?

● End-of-Week/End-of-Module Phenomenon Discussion (optional) ● Activities throughout each module (ck-12 Activities, Discussions, Assignments, Labs -- see Plans below for details -- per individual






HS-LS4-3: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this

trait.

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

HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of

new species over time, and (3) the extinction of other species.

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.

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


Week Topic NGSS (“I can,”) Live Instruction Ideas Canvas/Independent Activities

22 23

● Viruses ● Bacteria ● Protists ● Fungi ● Plants

Describe the evolutionary trends of viruses, bacteria, protists and fungi.

Describe the ecological importance of bacteria, protists

● Importance and uses of bacteria, protists and fungi.

● Starter Quiz ● CK-12 Lessons/Adaptive Practices ● Activity: Disease Project

and fungi.

Describe how viruses, bacteria, protists and fungi cause disease.

24 ● Animals ● Invertebrates ● Vertebrates ● Fish ● Amphibians

Describe the key differences between plants and animals.

Describe the key differences between inverts and verts.

Describe the evolutionary trends of inverts, fish and amphibians.

Describe the ecological importance of inverts, fish and amphibians.

● Classification of major animal groups.

● Starter Quiz ● CK-12 Lessons/Adaptive Practices ● Activity: Animals Flip Book

25 ● Reptiles ● Birds ● Mammals ● M6 Test

Describe the evolutionary trends of reptiles, birds and mammals.

Describe the ecological importance of reptiles, birds and mammals.

● Evolution and ecology of major animal groups.

● Starter Quiz ● CK-12 Lessons/Adaptive Practices ● Activity: Animals Flip Book ● Module 6 Test

Academic Vocabulary

Week 22/23 Week 24 Week 25

Virus Vaccine Immunity Phage Bacteriophage Prokaryote Plasmid

Animal Invertebrate Vertebrate Multicellularity Radial Symmetry Cephalization Bilateral Symmetry

Endothermic Mammary Glands Placental Mammals Marsupials Monotremes

Honors Biology B: Module 7

Flagella Domain Bacteria Domain Archaea Extremophiles Kingdom Protista Cilia Pseudopods Spores Kingdom Fungi Heterotrophic Hyphae Mycelium Sporocarp Mycorrhiza Lichen Plant Photosynthesis Transpiration Pollen Vascular Tissue

Hydrostatic Skeleton Segmentation Post-anal Tail Dorsal Hollow Nerve Cord Notochord Pharyngeal Gill Slits Swim Bladder Gills

Subject: Biology B

Grade: 9-12

Module 7: Evolution


Module EQ: What is evolution and how do we know it happens?

Learning Outcomes for the Module

Big Ideas:

Evidence of Evolution

Classification & Phylogeny

Factors that Promote Evolution

Distribution of Traits Leading to Natural Selection

Adaptations of Populations

Speciation & Extinction


What evidence supports the theory of evolution?

What factors change the distribution of traits in populations over time?

How can there be so many similarities yet so many differences among organisms?

How does natural selection lead to the adaptation of populations?

What factors change the distribution of traits in populations over time?

What evidence do we have that shows that changes in the environment can lead to speciation and/or extinction?


Evolution is “just a theory”.

Evolution and natural selection are the same thing.

Evolution is fast.

Individual organisms evolve during their lifetime.

New species cannot be formed.


Show that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Explain the four main factors that lead to evolution.

Use statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

Learning Outcomes: By the end of the module, students will be able to:

1. Argue, using multiple lines of evidence (genetic data, embryological and anatomical evidence, fossil records) that all organisms on earth descend from common ancestors.

2. Use evidence to support an explanation that the process of evolution 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.

3. Develop a model for the mechanism (natural selection) by which evolutionary descent and speciation occur, which includes the conditions required for selection (genetic or trait variation and the differential survival/performance that results from it).




● End-of-Week Quiz ● End-of-Week/End-of-Module Phenomenon Discussion (optional) ● Activities throughout each module (ck-12 Activities, Discussions, Assignments, Labs -- see Plans below for details -- per individual



● Module Test ● Module Project/Assignment

● Break up larger modules into “topics” and associated assessments, then the end-of-module assessment could be more project-based and doesn’t need to cover ALL the standards from the module because you’ve assessed them already (earlier in the module).

● You can have multiple summative assessments within the same module.


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

HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the

heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that

are better able to survive and reproduce in the environment.

HS-LS4-3: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms

lacking this trait.

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

HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the

emergence of new species over time, and (3) the extinction of other species.


Week Topic NGSS (“I can,”) Live Instruction Ideas Canvas/Independent Activities

26 ● Welcome ● History of Life ● Formation of Earth ● Eras of Geologic

Time

● I can communicate information that common ancestry and biological evolution are supported by multiple lines of evidence.

● I can support 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.

● Mass Extinction Events ● Starter Quiz ● CK-12 Lessons/Adaptive Practices ● Discussion: Introduce Yourself ● Activity: History of Life Interactive, Evidence

for Mass Extinction

27 ● Classification ● Phylogeny &

Cladistics

● I can communicate information that common ancestry and biological evolution are supported by multiple

● Classification of Living Things

● Creating Cladograms

● Starter Quiz ● CK-12 Lessons/Adaptive Practices

lines of evidence. ● I can support 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.

● Activity: NOVA Evolution Lab

28 ● Darwin ● Evolution ● Evidence of

Evolution ● Population

Genetics

● I can 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.

● I can communicate information that common ancestry and biological evolution are supported by multiple lines of evidence.

● I can construct an explanation based on evidence for how natural selection leads to adaptation of populations.

● Starter Quiz ● CK-12 Lessons/Adaptive Practices ● Activity: Is it Natural Selection? ● Activity: Fish or Mammals? Case Study

30 ● Natural Selection ● Origin of Species

● I can construct an explanation based on evidence for how natural selection leads to adaptation of populations.

● I can support 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

● Starter Quiz ● CK-12 Lessons/Adaptive Practices ● Gizmo: Evolution Stem Case, PhET Natural

Selection

time, and (3) the extinction of other species.

31 ● Coevolution ● Macroevolution ● Review & Test

● I can support 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.

● Starter Quiz ● CK-12 Lessons/Adaptive Practices ● Activity: Create a Species ● Module 6 Test

Academic Vocabulary

Week 26 Week 27 Week 28 Week 30 Week 31

Fossils Relative Dating Absolute Dating Molecular Clock Geologic Time Scale Big Bang RNA World Hypothesis LUCA Heterotroph Autotroph Endosymbiotic Theory Late Precambrian Greenhouse Effect Paleozoic Era Cambrian Explosion Pangaea Meoszoic Era Cenozoic Era

Taxonomy Linnaean Classification Kingdom Species Binomial Nomenclature Domain Phylogenetic Classification Clade Cladistics Cladogram

Theory of Evolution Natural Selection Artificial Selection Fitness Fossils Comparative Anatomy Homologous Structures Analogous Structures Comparative Embryology Vestigial Structures Biogeography

Alleles Gene Pool Microevolution Macroevolution Population Genetics Allele Frequencies Hardy-Weinberg Theorem Mutation Gene Flow Genetic Drift Bottleneck Effect Founder Effect Polygenic Traits Stabilizing Selection Directional Selection Disruptive Selection Speciation Species Allopatric Speciation Sympatric Speciation

Coevolution Gradualism Punctuated Equilibrium

Honors Biology B

Modules 8 & 9 are currently being updated - detailed plans are not currently available.

Module 8 (Ecology) General Topics: Ecosystems/Trophic Levels Competition/Symbiosis Cycles Biomes Succession

Module 9 (Humans & the Environment) General Topics: Populations Biodiversity Climate Change

honors biology a: module 1 - arizona state university

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