Subject – BiologyUnit of Study: Genetics: Nucleic Acids, Replication, Protein Synthesis and Patterns of Heredity

Second Grading Period – Week 1- 6 CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

DNA is the hereditary material, which dictates the developmental direction of organisms; this development is based on the information that is donated by the parent. Offspring are influenced by the available alleles in the gene pool. Selected genes guide the direction of the species. Changes can occur in the DNA, these changes are called mutations; mutations can help to advance the available gene pool and create favorable biodiversity.

The genetic source of diversity is deoxyribonucleic acid (DNA). The primary function of DNA in organisms is to store and transmit the genetic information that tells cells which proteins to make and when to make them. Proteins in turn form the structural units of cells and help control chemical processes within cells. Proteins are organized into tissues, these tissues comprise an organism. The inherited DNA sequence is the sole determinant of proteins and the appearance of an organism.

Essential Questions Guiding Questions

How does DNA replication impact an organism’s ability to survive? Why do humans look so similar yet be different at the same time?

What are the components that make up DNA? What is the role of codons in the sequencing of amino acids that form proteins? What are the characteristic similarities between mitosis and meiosis? What is the difference between complete dominance, incomplete dominance, co

dominance, and polygenic inheritance? When analyzing a pedigree, how can you determine if an individual is a carrier

(heterozygous) for the trait being studied? How are proteins formed by decoding DNA? Evaluate the significance of mutations and repair of mutations to the evolution of

sexual reproduction.TEKS TEKS Specificity - Intended Outcome

Con

cept

s

(5) Biology TEKS Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to: (A) describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms; (C) describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation; and (D) recognize that disruptions of the cell cycle lead to diseases such as cancer.

(6)  Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to:

(A)  identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA;

(B)  recognize that components that make up the genetic code are common to all organisms;

(C)  explain the purpose and process of transcription and translation using models of DNA and RNA;

(D)  recognize that gene expression is a regulated process;

(E)  identify and illustrate changes in DNA and evaluate the significance of these changes;

” I CAN” statements highlighted in yellow should be displayed for students.I can: Outline a DNA nucleotide structure in terms of a sugar, a base and phosphate

group (6A) explain how a DNA double helix is formed using complementary base pairing and

hydrogen bonds (6A) define and use models of DNA and RNA to explain the purpose and process of

replication, transcription, and translation (6B, 6C, 5A) describe the role of transcription and translation, coding for amino acids combine

for protein synthesis (6B, 6C, 5A) describe how DNA fingerprinting, genetic modifications, and chromosome

analysis are used to study the genomes of organisms. identify and illustrate models depicting gene mutations and show its effect on

proteins (6E, 7F) provide examples of how particular genes can be altered to benefit a population

(6C) compare the variations in plants and animals. (6F) compare the different stages of mitosis and meiosis (6G, 5A, 9D) compare mitosis and meiosis to patterns of asexual /sexual reproduction (6G, 5A,

9D) identify mutations and their affects in karyotypes (6H) analyze an organism’s health using their karyotype (6H)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

(F)  predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance;

(G)  recognize the significance of meiosis to sexual reproduction; and

(H)  describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms

(7)  Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to: (F)  analyze and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination; and

(9)  Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to:

(D) analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life.

Skill

s

Biology TEKS 1 The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A) demonstrate safe practices during laboratory and field investigations

(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

Biology TEKS 2 The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to:

(A)  know the definition of science and understand that it has limitations, as specified in subsection (b)

(E)  plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.

Biology TEKS 3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:

(A)  in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

collect data by working in groups (2H) Design an experiment to test by writing a hypothesis and using the scientific

method when given a problem statement. (2E)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ELPS Student Expectations ELPS Specificity – Intended OutcomeELPS 1(A) use prior knowledge and experiences to understand meanings in English

ELPS 2(G)  understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

ELPS 3(E) share information in cooperative learning interactions;

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS 5(B) write using newly acquired basic vocabulary and content- based grade-level vocabulary

1(A) Use what they know about DNA to predict the meaning of genetics.

2(G) Describe general meaning, main points, and details heard in class discussions over replication, transcription, and translation using models of DNA and RNA.

3(E) Share in cooperative groups about possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance.

4(D) What comes to mind when you think of genetics?

5(B) Write using newly acquired vocabulary about meiosis.

College Readiness Student Expectations College Readiness – Intended OutcomeScience StandardsVI – D1 Understand Mendel’s laws of inheritance.VI – D3 Understand the molecular structures and functions of nucleic acids.

o Predict possible outcomes of monohybrid crosses, dihybrid crosses and non-Mendelian inheritance.

o Explain in words or pictures the process and purpose of replication, transcription, translation, and mutation.

Evidence of Learning (Summative Assessment)1. Given the components and functions of deoxyribonucleic acid (DNA), (CN) the students will illustrate how information for specifying the traits of an organism is carried in the DNA (B) with at least 80% accuracy (CR)2. Given a scenario of DNA activity (CN), students will identify it as the process of replication, transcription, or translation (B) with at least 80%accuracy (CR).

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Subject – Biology Unit of Study: Genetics: Nucleic Acids, Replication, Protein Synthesis and Patterns of Heredity

Week 1 Lesson 1 DNA Structure and Function (3 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What are the components that make up DNA? What is the molecular unit of heredity? How does complementary base-pairing impact the sequence of the

nucleotide? What is the importance of nitrogen base-pair sequencing?

DNA is introduced to the student in middle school (6.11B)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionEngage

Who’s your Daddy? Animal matching card game—prepare 15 sets of cards. Each set consists of a parent and child of a species (on separate cards). Randomly handout to students an animal card. Have students pair themselves. Guiding questions: How did you choose your partner? List three characteristics you used to identify your partner. Teacher Suggestion: use this to create 2nd 9 weeks seating chart. (6A)

Journal: List 10 inheritable characteristics. List 10 non-inheritable characteristics. (6A) Morse code - Relate how DNA is like cell phone text messaging (using shorthand codes) to relay messages. Also,

compare how DNA is like using the Morse code to decipher hidden messages. The DNA Puzzle : Engagement (6A) Play a medley or song like the YMCA as students come into class. This should be played during the warm-up. Use

this on the day you teach DNA structure. (6A) Reinforce specific vocabulary pertinent to the learning (see box below) (2G)

Access prior knowledge about genetic inheritance(6A)

journaling responses to questions (1A)

Cornell Note Taking (2E, G)

Use Marzano’s Six Steps to Effective Vocabulary instruction to learn key genetic terms by writing a personal definition, create an illustration, provide an example (6A)

Explore Check Cell Lab —students will stain their own check cell and look at the nucleus with the aid of a microscope. (6A) DNA Extraction Virtual Lab – Students can view how DNA is extracted from a human through a virtual lab. Nucleotide Glove Demonstration Activity ( 6A) Pre-AP Biology – LTF Module 3 Going Bananas for DNA: Isolating DNA, Deoxyribonucleic Acid, from Bananas pg. 39

Extract DNA to observe its properties. (6A)

Use the nucleotide model to demonstrate DNA structure. (6A)

Work in groups to extract cheek cells and view under the microscope (6A)

Create notes in their science journal. (6A)Explain

Have students read pages 194-197 as they are lead in a discussion (with questions) relating to the structure and function of the DNA model. Genetics: Facilitator Questions with answers (6A)Or

Teachers generated DNA structure notes Teacher Notes: notes need to include history of DNA, all scientists involved in the discovery of DNA. The following terms/concepts should be included in the notes: universal code, blue print, spiral staircase, ladder, rungs, Chargaff’s Rule, Double Helix, complementary base-pairing. Talk to students about DNA’s universality; that there are only four bases on the planet. Discuss how all living organisms have DNA but how the amount varies from species to species. Remind students that we are discussing this topic on a species level. Refer to DNA as the book of life. Play a medley or song like the YMCA at the end of the notes as a quick assessment of base-paring rules. Have students dance A-T, C-G. You sign an “A”, they sign a “T”. You sign a “C”, they sign a “G”. Quick and easy…cute. (6A)

What is DNA Have students watch the video and answer the following questions: 1. Where does DNA reside? 2. What are the four bases of DNA? 3. Name three things that the video mentions about DNA? (6A)

Use the Reading Process to lead a class discussion on the structure and function of the DNA model (6A)

Cornell Note Taking (2E, G)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

√ Check for student understanding Soda cans DNA Paper Model - Model can be done with or without the soda cans. (6A) (view entire document

attached)

Chargaff’s rule base pairing activity – Provide students with 6 small circles and 6 small squares. Have the students create pairs based on shape. Explain to students that the circles are the Adenine and Thymine and the squares are Cytosine and Guanine. Explain to students that Chargaff’s rule is a 1:1 ratio. On one DNA strand if guanine = 30%, then cytosine = 30% therefore thymine = 20% and adenine = 20%. Have students label the bases and find the ratios for the example. Explain to students how these ratios change from species to species. (6A)

Create a model of Chargaff’s rule. (6A)

Create DNA models to verify learned information. (6A)

apply their knowledge of base pair rules (6A)

Use their knowledge to create DNA molecules from various materials (6A).

Elaborate (Teacher Note: Several interesting lab activities are presented below, select whichever activity you find appropriate for your students)

DNA extraction from bananas - Observing Properties of DNA Quick Lab: Holt Book pg 195. Teacher notes: you can extract DNA from bananas, strawberries, or even cheek cells. (6A)

DNA models – Teachers can select which models to construct The students get into groups of two and perform the lab activity. They will construct a DNA model; Genetics: The

DNA Puzzle (link) (6A) Modeling DNA Structure Lab: Hold Lab Manual pg 32. Students will build DNA structure model using straws,

pushpins, and paper clips. (6A) Instructions for DNA in Vial Lab - Students have the opportunity to extract their own DNA from their cheek cells. (6A)

Complementary Base Pairs – Have students practice creating complementary base pairs from student created strands of DNA.

1. Have each student create a 10 base single strand of DNA.2. Have students exchange their DNA with their lab partner.3. Students will now create the complementary base pair strand.4. Have lab pair exchange their completed DNA strands with another lab pair for verification. (6A)

Differentiation (Additional support) What do you do for students who need additional support?

Create visuals for base pairing using post-it notes.Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students research the history DNA’s discovery and explain what impacts this discovery has had on all aspects of human life. Why was the structure so elusive?

Create DNA models to verify learned information.(6A)

THINK-INK-PAIR-SHARE

3-2-1 Process-Students…o write 3 things they learned or

already knewo write 2 questionso 1 paragraph summarizing

Students record information in their science journal and discuss with their learning partner observations about the lab activity. (6A)

Evaluate DNA Structure Key Chain Model Mini Lab: (Link 1-Instructions) (Link 2-keychain picture) (Link 3-Supplies) (Link4-

Worksheet) (6A)Build DNA model using candy. Example: gumdrops, toothpicks, Twizzlers, small colored marshmallows, Kix cereal, etc. Have students justify their structure by creating a legend for their model. Assess students while you walk around and monitor and check for understanding. (6A)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Demonstrate understanding of key concepts and vocabulary by constructing a DNA Structure key chain (6A)

Work in groups to design and construct a DNA model using candy. (6A)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Content Vocabulary:Vocabulary Cards (link)

double helix nucleotide deoxyribose base-pairing Adenine Thymine Guanine Cytosine Hydrogen Bonds purines pyrimidines Nitrogen base Phosphate 5-Carbon sugar

Academic Vocabulary compare contrast identify explain describe analyze observe demonstrate extract summarize collaborate evaluate implement

ResourcesHolt Biology TexasChapter 9 pp. (194-197)

Section 9.2

Laboratory Experiments

Holt Quick Lab – Observing Properties of DNA. Pg. 195

Holt Exploration Lab – Modeling DNA Structure pg. 204 - 205

English Proficiency Standards (ELPS)ELPS Language Objectives

ELPS 1(A) use prior knowledge and experiences to understand meanings in English

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS Stemso I know…1(A) o I remember …1(A)o The picture reminds me of…1(A)o An example of a ____ is …. 4(D)o What does the picture/word/phrase remind you of? 4(D)

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

Additional TAKS Questions

o Predict possible outcomes of monohybrid crosses, dihybrid crosses and non-Mendelian inheritance.

o Explain in words or pictures the process and purpose of replication, transcription, translation, and mutation.

A nitrogenous base that occurs in DNA in equal quantities with guanine

(A)  Deoxyribose

(B)  Ribose

(C)  Uracil

(D)  Cytosine

(E)  Thymine

Answer - D

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Subject – Biology Unit of Study: Genetics: Nucleic Acids, Replication, Protein Synthesis and Patterns of Heredity

Week 1 Lesson 2 DNA Replication (2 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What are the steps in DNA replication? What is the purpose of replication? Where in the cell does replication occur?

DNA is introduced to the student in middle school (6.11B)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionEngage

Journal: Is the skin you were born with the same skin that is currently covering your body? Explain why or why not. (6B, 6C, 5A)

Journal: The cell theory states that all cells arise from previous cells. What does this mean? (6B, 6C, 5A)

Access prior knowledge about DNA in preparation for DNA replication. (6B)

use the writing process with the scientific method and journaling to respond to prompts (2G)

Explore Cellular Replication Class Activity What percentage of DNA is in a quarter (1/4) piece? How

much DNA is needed in that quarter piece in order for the cell to be healthy? Is 25% of the code enough to build a copy of a whole being? Why is it important to have a complete set of DNA in every somatic cell? (Explain to the students that they will see this again during mitosis.) (6B, 6C, 5A)

Demonstrate the need for DNA replication based on the importance of having a complete set of instructions. (6B)

Explain Teacher generated DNA Replication notes—have students take notes in interactive notebook or

foldable. 1. Demonstrate replication using a strip of Velcro. Teachers can use two different colored strips to show new strand and old strand.2. Demonstrate replication using long zippers. Ask students to explain what is happening. (6B, 6C, 5A)

Use Interactive CD that comes with our book adoption. Chapter 9. Have students take notes off of the Interactive CD. Link contains worksheet that helps students follow along. (6B, 6C, 5A)

Visual Concepts Ch 9 DNA Structure and Replication Worksheet

√ Check for student understanding

Cornell Note Taking (2E, G)

Practice journal entry by writing notes in their interactive notebooks. (6B, 6C, 5A)

Show understanding of biology content by creating a replication model. (6B, 6C, 5A)

Cornell Note Taking (2E, F)

Elaborate Analyzing the Rate of DNA Replication Math Lab—Holt pg 199. (6B, 6C, 5A)

Nucleotide Glove Replication Reprise demoQuestions (Answers) to ask students:1. Explain the first step of replication. (Unwind)2. Who/what is needed to complete the next step. (Helicase). The students should be able to explain that the molecule unzips and hydrogen bonds are broken.)Checkpoint – make sure the students have separated into 2 different strands. Now call on the last ten students (floating nucleotides), ask the class what is the role of the floating nucleotides (to pair with original strand) 3. Who is responsible for forming the new hydrogen bonds that holds the base pair together?4. Check for understanding – Ask students how many molecules of DNA are present (2). Ask students to explain the composition of the two new molecules (1/2 original, 1/2 new). (6B, 6C, 5A)

Replication Analogy - Compare DNA replication to a relationship. Ex) Adenine is a girl who pairs

Practice journal entry by writing notes in their interactive notebooks. (6B, 6C, 5A)

Work in groups to learn how replication is correlated to real world scenario. (6B, 6C, 5A)

Work in groups to create a life-size model of DNA

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

with Thymine. Draw the adenine and thymine as a couple holding hands. Their hands represent the hydrogen bonds. Talk about helicase as a carrier of gossip who destroys the relationship. Adenine and thymine break-up but still want to find love. So they look for another complementary base. Their friend polymerase decides to find them new partners (bases) now there are two new couples. One half original and one half new. As you are drawing the story make sure you are covering the steps of replication. Have students create their own story and match the story to the steps of replication. (6B, 6C, 5A)

Differentiation (Additional support) What do you do for students who need additional support?

Model replication with post-it notes for color visual. Have students review vocabulary with each other and choose the top ten important words.

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students propose where errors may occur in replication and how these errors would impact the organism.

during replication to show how base pairing occurs. (6B, 6C, 5A) Students will create an analogy of replication. (6B, 6C, 5A)

Learn and use appropriate vocabulary in discussing base pairing. Marzano’s Six Steps to Effective Vocabulary instruction (6B, 6C, 5A)

Evaluate DNA Replication Assessment – Have students work with a partner. Ask students to create a

strand of DNA that has 10 base pairs. Advise students that they will use their strand of DNA to follow the steps of replication. Have students take of sheet of paper and place it landscape; then have students create or fold the paper into three sections. Instruct students to use their 10 base pair DNA molecule to draw the three steps of replication. Be sure to remind students to label the helicase, replication fork, polymerase, original strand and new strand. Instruct students to provide a description of what is occurring in each picture. Remind students that they must follow the base pair rules. (6B, 6C, 5A)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Content Vocabulary:Vocabulary Cards (link)

double helix nucleotide deoxyribose base-pairing Adenine Thymine Guanine Cytosine Somatic cell Replication Hydrogen Bonds purines pyrimidines Nitrogen base Phosphate 5-Carbon sugar Replication fork DNA Helicase DNA Polymerase

Academic Vocabulary Explain Compare Demonstrate

Resources

Holt Biology TexasChapter 9 pp. (198-201)

Section 9.3Laboratory Experiments

Math Lab pg. 199

English Proficiency Standards (ELPS)SAISD © 2010-11 – Second Grading Period Science Biology Page 8 of 47

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ELPS Language Objectives

ELPS 1(A) use prior knowledge and experiences to understand meanings in English

.ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS Stemso I know…1(A) o I remember …1(A)o The picture reminds me of…1(A)o An example of a ____ is …. 4(D)o What does the picture/word/phrase remind you of? 4(D)

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

Additional TAKS Questions

o Predict possible outcomes of monohybrid crosses, dihybrid crosses and non-Mendelian inheritance.

o Explain in words or pictures the process and purpose of replication, transcription, translation, and mutation.

Nitrogenous base that occurs in RNA but not in DNA

(A)  Deoxyribose

(B)  Ribose

(C)  Uracil

(D)  Cytosine

(E)  Thymine

Answer – C

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Subject – BiologyUnit of Study: Genetics: Nucleic Acids, Replication, Protein Synthesis and Patterns of Heredity

Week 2 Lesson 3 Protein Synthesis: Transcription (2 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What is the function of RNA? What is the structure of RNA? What are the differences between RNA and DNA? What are the different types of RNA? What are the functions of the different types of RNA? What are the steps of transcription? Why does transcription occur in the nucleus?

DNA is introduced to the student in middle school (6.11B)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionEngage

Journal: Your friend has been grounded and cannot attend the “party of the year!” She can not leave her home and she is not allowed to use the house phone, cell phone, text messaging, and her parents took her modem. How will she get a message to you to tell she won’t be coming? Remember, you are already at the party. (6B, 6C, 5A)

Journal – Use the transcription transparency from Holt. Place the transparency on the overhead and have the students create two summarizing sentences about what they believe is occurring. Have students write down three observations and have them collaborate with a partner. (6B, 6C, 5A)

Morse Code – Hand students a copy of the Morse code. Have them answer the questions in the worksheet. (6B, 6C, 5A )

Work in pairs to identify a real world situation that can be addressed using the steps of the scientific method (2E)

use the writing process with the scientific method and journaling to respond to prompts (2G)

Explore Exploring RNA: Hand students a copy of the linked sheets. Transcription Explore Activity, Transcription

Practice Worksheet, Have students follow instructions. Make sure students identify the parts of the drawing located on the sheet especially (cell membrane, nucleus, DNA, nitrogen bases, double stranded, cytoplasm, membrane pores). Without much guidance, ask students to place the cut pieces where they believe they belong on the sheet. Teacher questions: What is going on? Any new bases? Any missing bases? Did anything change in the paring rules? (6B, 6C, 5A)

Students will use a model to generate ideas about transcription. (6B, 6C, 5A)

PAIR CHECK Students quickly pair with another to check their

answers about transcription. (6B, 6C, 5A)

Explain Interactive CD Notes - Use Interactive CD that comes with our book adoption. Chapter 10. Have

students take notes off of the Interactive CD. Link contains worksheet that helps students follow along. (Visual Concepts Ch 10 DNA Transcription Worksheet) (6B, 6C, 5A)

Or Teacher notes– Teacher’s notes review the following topics RNA structure

Nucleic Acid Ribonucleic Acid (RNA)Nucleotide# of strandsSugarNitrogenous basesDNA – RNA base pairing Types of RNA

Practice journal entry by writing notes in their interactive notebooks. (6B, 6C, 5A)

Students will create notes in their journal Cornell Note Taking (2E, F) Use a Venn diagram to compare and contrast DNA

and RNA (6B, 6C, 5A)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Students can compare and contrast DNA and RNA using a Venn diagramCan DNA leave the nucleus? If not, what can? What is the purpose of mRNA? (Messenger RNA travels through the cytoplasm), steps and process of transcription, enzymatic actions via RNA polymerase, what is the purpose of transcription. Transcription = DNA mRNA (6B, 6C, 5A)

Transcription foldable – Students will use foldable they created in replication to carry out transcription. (link) (6B, 6C, 5A)

What is RNA? Show students the video and have them answer the following questions: 1. What is the sugar for RNA? 2. What does deoxy- mean? 3. What are the four bases for RNA? (6B, 6C, 5A)

RNA and Transcription Show the students the video and have them answer the following questions: 1. Name three things stated in the video about RNA polymerase. 2. What is transcription? 3. What role does

ribosome play? 4. How does transcription work? (6B, 6C, 5A)

√ Check for student understandingElaborate

Modeling Transcription - Holt pg 210 (6B, 6C, 5A) Transcription Models - kits available on campus (6B, 6C, 5A) Transcription model – The DNA Puzzle, transcription only (6B, 6C, 5A) Transcription Practice – Provide students 10 – 15 DNA sequences that are 10 base pairs long. Have

them transcribe DNA into mRNA (6B, 6C, 5A) Transcription Partner Practice –

1. Have students create a single strand of DNA with 10 bases.2. Have students exchange DNA with their lab partner, have new person create the complementary mRNA strand.3. Have pair exchange their work with another pair to verify the work. (6B, 6C, 5A)

Differentiation (Additional support) What do you do for students who need additional support?

Use various models or post-it notes to clarify the changing code. Have students work with a partner to build a model of a double helix strand of DNA using gum drops,

miniature marshmallows, and toothpicks.

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students research why RNA is believed to older than DNA.

Reading Process

Creating a model of transcription (6B, 6C, 5A)

Apply knowledge of key concepts using key vocabulary to explain transcription rules to novel situations. (6B, 6C, 5A)

Marzano’s Six Steps to Effective Vocabulary instruction (2G)

PAIR CHECKStudents quickly pair with another to check their answers about transcription. (6B, 6C, 5A)

Evaluate Transcription Assessment – Have students work in partners. Ask students to create a strand of DNA

that has 10 base pairs. Advise students that they will use their strand of DNA to follow the steps of transcription. Have students take of sheet of paper and place it landscape; then have students create or fold the paper into three sections. Instruct students to use their 10 base pair DNA molecule to draw the three steps of transcription. Be sure to remind students to label the RNA polymerase, DNA, and mRNA. Instruct students to provide a description of what is occurring in each picture. Remind students that they must follow the base pair rules. (6B, 6C, 5A)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Evaluating and creating a new strand of DNA that will be transcribe into mRNA. (6B, 6C, 5A)

Content VocabularyVocabulary Cards (link)

Transcription RNA – ribonucleic acid Single-stranded

Academic Vocabulary compare contrast identify explain

Resources

Holt Biology TexasChapter 10 (pp. 207-217)

Section 10.1

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Ribose Adenine Thymine Cytosine Guanine Uracil RNA polymerase Enzyme Nucleus Cytoplasm ribosome

observe demonstrate collaborate evaluate

Laboratory ExperimentsExploration Lab pg. 210

English Proficiency Standards (ELPS)ELPS Language Objectives

ELPS 3(E) share information in cooperative learning interactions;

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS Stemso The way I would solve the problem is …3(E) o I agree/disagree that …because…3(E) o The statement is (true/false).4(D)o I have used ___to… 4(D)

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

Additional TAKS Questions

o Predict possible outcomes of monohybrid crosses, dihybrid crosses and non-Mendelian inheritance.

o Explain in words or pictures the process and purpose of replication, transcription, translation, and mutation.

The ribosomes of a cell are of primary importance for

A. DNA replicationB. TranscriptionC. TranslationD. TranslocationE. Repression

Answer - C

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Subject – BiologyUnit of Study: Genetics: Nucleic Acids, Replication, Protein Synthesis and Patterns of Heredity

Week 2 Lesson 4 Protein Synthesis: Translation (2 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

Where does translation occur? How is translation different from transcription? What is translation? What are the steps in reading the codon chart?

DNA is introduced to the student in middle school (6.11B)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionEngage

Journal – What are the subunits of proteins; and how do they impact your everyday life? (6B, 6C, 5A)

Journal – Give students an outline of the human body and ask them to identify 10 locations where protein is present? (6B, 6C, 5A)

Journal - Use the translation transparency from Holt. Place the transparency on the overhead and have the students create two summarizing sentences about what they believe is occurring. Have students write down three observations and have them collaborate with their partner. (6B, 6C, 5A)

Practice journal entry by writing about proteins and how they affect their daily life. (6B, 6C, 5A)

Reflect in their science content journals the finding of their investigations into protein location. (6B, 6C, 5A)

3-2-1 Process-Students…o write 3 things they learned or already knewo write 2 questionso 1 paragraph summarizing

Explore Translation Explore Activity: Hand students a copy of the linked sheet and a baggie with the pieces

already precut. Ask students to identify the parts of the drawing located on the sheet (cell membrane, nucleus, DNA, nitrogen bases, ribose, cytoplasm, membrane pores, and mRNA). Without much guidance, ask students to place the cut pieces where they believe they belong on the sheet. Teacher questions: What is going on? Any new bases? Any missing bases? Did anything change in the paring rules? Are there any visible patterns in the mRNA? (6B, 6C, 5A)

What does the picture tell you? – Look at the following diagram. Write down three steps that you know

are occurring. Now make three new observations that are occurring in the diagram. Use the Promethean Interactive White Board Flip Chart - “DNA”

Use a model to generate ideas about translation. (6B, 6C, 5A)

Study the diagram to interpret three steps that you can observe that are taking place. (6B, 6C, 5A)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Explain Interactive CD Notes – Use the Interactive CD that comes with our book adoption. Chapter 10. Have

students take notes off of the Interactive CD. Link contains worksheet that helps students follow along. (Visual Concepts Ch 10 DNA Translation Worksheet) (6B, 6C, 5A)

o Teacher notes - Translation = mRNA Amino Acids. Translation occurs at the ribosome. Steps and process of translation. tRNA, anti-codon, reading the codon chart, use circular and square codon chart, codon, protein, amino acid, stop codons and start codons. (6B, 6C, 5A)

o Compare and contrast - translation and transcription using a Venn diagram. (6B, 6C, 5A) Reading the codon chart – Help students understand how to read the codon chart. Use different types of

codon charts (6B, 6C, 5A)

Translation foldable – Use the foldable from replication and transcription. (6B, 6C, 5A)√ Check for student understanding

Students will create notes in their science journal. (6B)

Cornell Note Taking (2E, F)

Make a foldable to compare and contrast transcription vs. translation (6B, 6C, 5A)

Create a Venn diagram based on transcription and translation. (6B, 6C, 5A)

Locating amino acids from mRNA codons. (6B, 6C, 5A)

Elaborate Codon Bingo – Call out a codon, students will use codon chart to decode amino acid. (6B, 6C, 5A) Science Skill Interpreting Tables – Ch 10 How Proteins Made pg. 11(6B, 6C, 5A) Data Lab – Decoding the Genetic Code – Holt pg. 214 (6B, 6C, 5A) Translation practice -

1. Have students create a 12 base strand of mRNA.2. Have students exchange their work with their partner, partners will then use the codon chart to

establish the amino acid sequence.3. Have partners exchange with another partner set to check work (6E, 7F)

Differentiation (Additional support) What do you do for students who need additional support?

Write the following on eight different pieces of paper: Transcription, translation, DNA, RNA, mRNA, tRNA, codon, and anticodon. Put these pieces of paper in a small container. Write the question How are they linked: on the board. Have a student pick two pieces of paper from the container. Show the terms to the class and give them a couple of minutes to write down the answer. Return the papers to the container and repeat as long as time will allow. Students can work with a partner.

Differentiation (Mastery)What do you do for students who master the learning quickly?

Students will be given a sequence of bases, they must be able to interpret and analyze the sequence in context to the process. (6B, 6C, 5A)

Work in pairs to create base strands of mRNA and then pair with another group to explain your findings to check for accuracy. (6E, 7F)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Design a graphic organizer that explains the process of DNA to proteins.Evaluate

(Protein Synthesis and Words) - Transcription and Translation Sentence Formation (6B, 6C, 5A) James Bond Lesson -Cellular Spy (Protein Synthesis) (6B, 6C, 5A) Translation Assessment – Have students work in partners. Place students in groups of four to create a

strand of DNA that has 10 base pairs. Advise students that they will use their strand of DNA to follow the steps of transcription and translation. Have student group’s take of sheet of paper and place it landscape; then have students create or fold the paper into three sections. Instruct students to use their 10 base pair DNA molecule to draw the three steps of transcription. Then instruct students to draw the steps of translation. Be sure to remind students to label the RNA polymerase, DNA, mRNA, tRNA, anti-codon, amino acid. Instruct students to provide a description of what is occurring in each picture. Remind students that they must follow the base pair rules. (6B, 6C, 5A)

Refer back to Essential Questions to assess student knowledge of lessons/concept

Students will be able to use a novel situation to apply protein synthesis knowledge. (6B, 6C, 5A)

Demonstrate understanding of key concepts and vocabulary by writing sentences (6B, 6C, 5A)

NUMBERED HEADS TOGETHER Groups of 4 are numbered

1-4 A question is asked Students huddle to make sure all can

answer A number is called and the student with

that number responds

Content VocabularyVocabulary Cards (link)

transcription translation gene expression codons anti-codons amino acid protein tRNA rRNA

Academic Vocabulary compare contrast identify explain analyze observe demonstrate interpret

Resources

Holt Biology TexasChapter 10 (pp. 207-216)

Section 10.1

Integrating High School Science: Meeting the TAKS ChallengeCharles A. Dana Center UT AustinModule 5

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

English Proficiency Standards (ELPS)ELPS Language Objectives

ELPS 2(G)  understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS Stemso I think ___ means … 2(G)o An example of a ___ is … 4(D) o The pictures are about … 4(D)

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

Additional TAKS Questions

None

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Subject – BiologyUnit of Study: Genetics: Nucleic Acids, Replication, Protein Synthesis and Patterns of Heredity

Week 3 Lesson 5 Mutations (1day) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What are the different types of mutations? How do mutations impact the organism? Are all mutations inherited? How are mutations inherited? Can mutations be helpful?

DNA is introduced to the student in middle school (6.11B)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionEngage

Journal - Show students a picture of a mutated fruit fly. Ask students to explain what changes occurred in the fruit fly? Ask them to hypothesize about how and why these changes may have taken place (6E, 7F)

Journal – Show student attached picture from the Simpson’s. Have them hypothesize how the fish could’ve developed three eyes? (6E, 7F)(The Simpson’s three four eye fish picture)

Identify testable and non-testable hypotheses (2E)

Students will journal about mutations in their interactive notebook (6E, 7F)

Explore When things go wrong? Show students a picture of a healthy red blood cell and show students an example of a

sickle cell red blood cell. Explain what sickle cell anemia is and ask students if they believe this is inherited. Use a picture of a normal cell and a tumor. Ask students if you can inherit cancer? Show students pictures of Chernobyl and explain to students the rise in cancer levels following the meltdown of the nuclear reactors. Show students pictures of Hiroshima and explain the aftermath of the bombing. (6E, 7F)

Students look at real world examples and determine their impact on the organism, the species and the planet. (6E, 7F)

Explain Mutations (6E, 7F) Teachers notes to include the following but not be limited to:

1. Have students compare and contrast point mutations and frame shift mutations. Ask them which mutation do they predict will have a greater impact on the organism.

2. Discuss chromosomal mutations3. Distinguish between mutations that occur in somatic cells versus gametes and their potential for being

inherited. Explain when mutations can be inherited by the offspring.4. Discuss external mutagens5. Discuss the unregulated growth of cancer cells.6. How can mutations be beneficial to a species?

7. How can mutations cause speciation to occur? (6E, 7F)

√ Check for student understanding

Students will create notes in their science journals. (6E, 7F)

Cornell Note Taking (2E, F)

Elaborate Biowatch – The Genetics of Missing Teeth. Have students work in pairs; to pair-share-read this article. Have

students determine whether this was an inherited mutation (gamete) or a body cell mutation. What type of mutation/s caused this condition? Pg. 220 (6E, 7F)

Radiation and its damage - Ask students to discuss which scenario is worse as a result of DNA damage done by an external mutagen, called radiation. The radiation inflicted damage to a body cell. Is it worse to have the (a) function of the cell is altered but the cell survives or (b) the cell dies. Elaborate and explain. Refer to Chernobyl and Hiroshima. (6E, 7F)

THINK-INK-PAIR-SHARE

Reading Process

Student will be able to analyze the impacts of mutations on organisms. (6E, 7F)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

THE CAT THE HAT Mutations Worksheet - Mutation worksheet (6E, 7F) The DNA Molecule and DNA Mutations Video Have students watch the following video and answer the following

questions: 1. How are mutations defined? 2. Name two ways that mutations can occur? 3. When are mutations favorable? (6E, 7F)

Differentiation (Additional support) What do you do for students who need additional support?

Have students complete a human karyotype and determine the sex of the individual and whether there are mutations, deletions, or extra chromosomes. Afterwards, have them exchange with a classmate to identify the sex of the individual, along with any possible abnormalities.

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students: research genetic mutations and discuss what would occur if the chromosomes were severely damaged by UV rays. Research and discuss the affects on future generations.

Evaluate Sickle-Cell Anemia Mutation

1. Use the codon chart for this problem. Translate and Transcribe the DNA sequences into amino acids. 2. Is this a point mutation or a frame shift mutation, explain your answer?3. Predict the following, would this sequence be normal or sickle celled

GGG CTT CTT AAA why? 4. What is the relationship between correct DNA sequence and production of protein? (6E, 7F)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Evaluate a real world scenario and apply their knowledge of protein synthesis and mutations to a real-world problem. (6E, 7F)

Writing prompt on Mutations – Prior to completing the writing prompt, discuss mutagens with students. Make sure to include the following: X-rays, UV waves, cosmic rays, nuclear radiation, dioxins, asbestos, benzene, and formaldehyde.

Demonstrate knowledge of mutations through 3-2-1 Process-Students…

A. write 3 things they learned or already knew

B. write 2 questionsC. 1 paragraph summarizing

Content VocabularyVocabulary Cards (link)

Point mutation Frame shift mutation Deletion Insertion Mutation Substitution Amino acid Codon DNA Radiation Sickle-cell Anemia mutagen

Academic Vocabulary identify explain analyze demonstrate summarize evaluate distinguish illustrate

Resources

Holt Biology TexasChapter 10 (pp. 217-220)

Section 10.2

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

English Proficiency Standards (ELPS)ELPS Language Objectives

ELPS 1(A) use prior knowledge and experiences to understand meanings in English

ELPS 3(E) share information in cooperative learning interactions;

ELPS Stemso What have you learned about …? 1(A)o The ___ can be represented with … 3(E)

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

Additional TAKS Questions

o Predict possible outcomes of monohybrid crosses, dihybrid crosses and non-Mendelian inheritance.

o Explain in words or pictures the process and purpose of replication, transcription, translation, and mutation.

Which of the following correctly explains how a favorable genetic trait can increase in frequency in a population?

(A)  Lamarck's principle

(B)  Natural selection

(C)  Adaptive radiation

(D)  Genetic recombination

(E)  Segregation of alleles

Answer - B

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Subject – BiologyUnit of Study: Genetics: Nucleic Acids, Replication, Protein Synthesis and Patterns of Heredity

Week 3 Lesson 6 What is a chromosome? (1 Day) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What does a chromosome look like? What is the function of a chromosome? DNA is introduced to the student in middle school (6.11B)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionEngage

How much DNA is in a cell? – Students will work in groups of 2. Give each group a 3 ft piece laundry line and a plastic Easter egg. Have students measure the length and thickness of line and predict if it will fit inside of the egg. Let students stuff the line into the egg; have them write down what occurred, whether it was easy or difficult. Have students remove the line out of the egg. Have the two students hold each end of the line and one of them twist the line until it coils tightly then have them retry to place the line in the egg. Instruct them that there is 6 ft of DNA in some cells. Have them write down what occurred this time, whether it was easy or difficult? Why? (6A)

Work in groups to collect data and communicate conclusions. (6A, 2F,H)

ExploreHow to build a chromosome – Give each student a pipe cleaner cut in half and a pony bead. Ask students to create a sketch of a chromosome in their journal. Have students build a replica of a chromosome with the materials provided. Congratulate students who used their pencil to coil the pipe cleaner—encourage others to do the same. Show chromosome picture. Have students compare picture to their student made model. (6A) (chromosome structure)

Demonstrate understanding of key concepts and vocabulary by constructing a chromosome model. (6A)

Explain Notes—Teacher designed notes. Notes should include: diploid, haploid, homologous chromosome,

gene, chromosome, chromatids, centromere, somatic cell, sex cells, autosome, sex chromosomes and centromere.Explain to students that each species has a specific and set number of exclusive chromosomes. Instruct students that chromosomes are only coiled during the cell division. Remind them that chromosomes usually are spread out and diffuse. (6A)

√ Check for student understanding

Cornell Note Taking (2E, F)

Elaborate Read On the Trail of a Chromosomal Deletion – Holt pg. 123. Have students summarize the reading

in three sentences in their journal. (6A) Comparing Chromosomes – Ask students if they believe that the number of chromosomes is

correlated to the size of the organism. Have students create a hypothesis about this phenomenon. Have them predict how many chromosomes a goldfish has. Goldfish have 94. Then give student various organisms using table 1 on page 121 and have them predict the number of chromosomes for each species. Then allow them to check their answers. Ask students if they confirmed or rejected their hypothesis. Have them discuss any patterns they noticed on the table. Ask them to explain why they believe the Adder’s tongue fern has 1,262 chromosomes. (6A)

Differentiation (Additional support)

Reading Process THINK-INK-PAIR-SHARE Cornell Note Taking 2E, F)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

What do you do for students who need additional support? Vocabulary Strategy – Using fig 2 on pg 119, have students incorporate vocabulary words into the

explanation of the figures.

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students explore three new organisms by researching their genome.Evaluate

Whose Karyotype Is It – Instruct students that they must identify the karyotype of an organism to determine what species it belongs to. Ask students what observations they might use to determine the species. Show students a human karyotype. Have them count the number of chromosomes to determine the species. Ask the students if from this information they can determine the age of the organism. (6A) (6H)

Karyotype Comparison – Show students a picture of a chimpanzee, an orangutan, and a human. Then show the karyotype for each species. Have students count the number of chromosomes for each karyotype and determine which karyotype they believe corresponds to each organism. Reveal to the students the correct matches, ask students to explain how both the orangutan and the chimpanzee (6A) (6H)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Demonstrate understanding of key concepts and vocabulary

Demonstrate real world application of karyotyping of different species.

Content VocabularyVocabulary Cards (link)

Chromosome Homologous chromosome Chromatid Centromere Haploid Diploid Somatic cell Sex cell Autosome Sex Chromosome karyotype

Academic Vocabulary identify explain describe demonstrate compare

ResourcesHolt Biology TexasChapter 6 pgs. 118-123

Section 6.1

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

English Proficiency Standards (ELPS)ELPS Language Objectives

ELPS 1(A) use prior knowledge and experiences to understand meanings in English

ELPS 2(G)  understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

ELPS 3(E) share information in cooperative learning interactions;

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS Stemso An example of a ___ is … 1(A)o I have never heard the word/phrase/concept but I think it means … 2(G)o What I know about ___ is … 3(E)o I learned … 4(D)

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

Additional TAKS Questions

o Predict possible outcomes of monohybrid crosses, dihybrid crosses and non-Mendelian inheritance.

o Explain in words or pictures the process and purpose of replication, transcription, translation, and mutation.

The gene for a particular trait that is passed only from fathers to sons is mot likely

a. autosomal recessiveb. autosomal dominantc. co-dominantd. Y-linkede. X-linked

Answer - D

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Subject – BiologyUnit of Study: Genetics: Nucleic Acids, Replication, Protein Synthesis and Patterns of Heredity

Week 3 Lesson 7 Cell Cycle and Mitosis (3 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What is the cell cycle and its parts? What is the purpose and function of mitosis? How does mitosis help promote repair, growth and development? What is binary fission?

DNA is introduced to the student in middle school (6.11B)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionEngage

Journal – While preparing lunch yesterday, you cut your finger with a knife. Explain what has happened from the time you cut your finger until today. Give the students a hint by showing the following clip. (6G, 5A, 9D) (link)

Does cutting in half give you half ? (6G, 5A, 9D) Can you still get the meaning? (6G, 5A, 9D)

journaling responses to questions in their interactive notebook (1A, 6G, 5A, 9D) )

Students record information in their science journal and discuss with their learning partner observations about the demonstration. (6G, 5A, 9D)

Demonstrate understanding of key concepts and vocabulary (6G, 5A, 9D)

Explore

What’s the need for the cell cycle? (6G, 5A, 9D) What’s the order – Give students a set of pictures of the phases of mitosis. Students will then take a sheet of

paper and fold it into fourths, numbering each square. Then have students place each picture in a square. Ask them to write a summary about their order. (6G, 5A, 9D)

Or

Team Mind Map – Write the names of the different phases of mitosis and assign each group one of the phases. Afterwards, break up the students into different groups and have them create a team mind map and share with the rest of the class when completed.

Pair Check Students quickly pair with another to check

their answers about the cell cycle NUMBERED HEADS TOGETHER Groups of 4

are numbered 1-4o A question is askedo Students huddle to make sure all can

answero A number is called and the student

with that number responds Create a Team Mind Map on Mitosis (6G, 5A,

9D) Explain Teacher note – Remind students that mitosis occurs in eukaryotic somatic cells. Review students over which cells are somatic. Students need to see mitosis in both animal and plant cells. Students need to know that animal cells are associated with centrioles and cell plates are associated with plant cells.

Mitosis Phases – Have students view the video on Mitosis Phases and give a brief explanation of each phase. (6G, 5A, 9D)

Cell Cycle and Mitosis Mini Book—Teacher created notes. Each student will need two sheets paper. Each paper will be used to form one mini book. You will tape two mini books together to form one longer book. You will need a total of 14 pages. (Link-Directions) (Cell Cycle and Mitosis Flip Book) (6G, 5A, 9D)

Cell cycle and mitosis visual concepts notes – Use visual concepts CD from Holt.

Cornell Note Taking (2E, F)

By working in groups to collect data and communicate conclusions (2F,H)

Cornell Note Taking (2E, F)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Binary Fission Notes – Prokaryotes only. Asexual reproduction. Offspring are exact replicas of the parent. They share the exact same genetic information therefore there is not a lot of genetic diversity. An advantage of binary fission is rapid reproduction. Disadvantage limited genetic diversity. A bacteria divides/produces a new generation approx every 20 minutes.

√ Check for student understandingElaborate

Mitosis Microscope Lab —Use pre made slides. Lab worksheet and Stages of Mitosis slide pictures have been linked. (6G, 5A, 9D)

Calculating the Number of Cells Resulting from Mitosis – Math Lab, Holt pg. 129. (6G, 5A, 9D) Observing Mitosis and Cytokinesis – Holt pg 132. (6G, 5A, 9D) Modeling Mitosis - Holt pg 136. (6G, 5A, 9D) Understanding Cancer – Holt pg. 138. Teachers need to provide background information the textbook as

preparation for the reading. Then have students read the article have students pair and share their notes. Pairs will then create two questions about what they read. Pairs will then answer the following questions

1. Evaluate the table on pg 139. Which cancer site has the highest rate of mortality?2. What can occur to the body if there is a mutation in the tumor suppressor gene?3. What can occur if mitotic division of a cell is unregulated?4. Do all tumors result in some form of cancer, yes or no, explain? (6G, 5A, 9D)

Now that I am Grown – Use a picture of a baby animal and an adult animal. Have students explain 5 roles mitosis played in the growth and development of the animal. (6G, 5A, 9D)

Differentiation (Additional support) What do you do for students who need additional support?

Revisit model making and model analysis and have students explain to a partner what changes occur between the stages of mitosis.

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students research the effects spinal injuries and brain injuries and why they are devastating as related to mitotic division.

Demonstrate understanding of mitosis by being able to explain to your partner what occurs at each stage of mitosis (6G, 5A, 9D)

o Reading Process (6G, 5A, 9D) Learning Log Have students create a learning

log of Understanding Cancer (6G, 5A, 9D)

Answer questions to concepts in science journals of their interactive notebook (6G, 5A, 9D)

By explaining to another person what role mitosis played in the growth and development of the animal (6G, 5A, 9D)

Evaluate Life span of various of human cells - (link) (6G, 5A, 9D)

Mitosis Evaluation - Have students answer the questions attached. (6G, 5A, 9D, 10C)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Demonstrate understanding of key concepts and vocabulary (6G, 5A, 9D)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Content VocabularyVocabulary Cards (link)

Cell cycle Mitosis Somatic cell Interphase Prophase Metaphase Anaphase Telophase Cytokinesis Tumor Cancer Mutation Daughter cell Chromosome Spindle fibers Centrioles Cell plate Diploid

Academic Vocabulary Explain Observation Demonstrate evaluate

ResourcesHolt Biology TexasChapter 6 (pp. 125-133)

Section 6.2 – 6.3

English Proficiency Standards (ELPS)ELPS Language Objectives

ELPS 1(A) use prior knowledge and experiences to understand meanings in English

ELPS 2(G)  understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

ELPS Stemso The picture reminds me of … 1(A)o I heard that ___ and ___ are different because … 2(G)

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardTEK not Tested o Predict possible outcomes of monohybrid crosses,

dihybrid crosses and non-Mendelian inheritance.

o Explain in words or pictures the process and purpose of replication, transcription, translation, and mutation.

Eggs fertilized by two sperm instead of one sometimes form a mitotic spindle with three poles. After mitosis, the daughter cells will probably

a. be indistinguishable from normal cellsb. eliminate the chromosomes contributed by the

second spermc. eliminate the chromosomes contributed by the

eggd. display an abnormal number of chromosomese. stop protein synthesis immediately

Answer - D

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Subject – BiologyUnit of Study: Genetics: Nucleic Acids, Replication, Protein Synthesis and Patterns of Heredity

Week 4 Lesson 8 Meiosis and Sexual Reproduction (3days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What is meiosis? What are the main events of meiosis? What is spermatogenesis? What is oogenesis? How does meiosis help to contribute to genetic diversity? How does crossing over lead to an increase in genetic diversity?

DNA is introduced to the student in middle school (6.11B)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionEngage

Bovine demonstration – Use a picture of a bull, a cow, and a calf. Genetically explain how this calf is able to look like its parents. Have the students hypothesize about how the traits transferred from the parents to the offspring. (6G, 5A, 9D)

What went wrong with my Jell-O—your mom asked you to make Jell-O for your little brother who is ill. You don’t pay attention to the instructions and accidentally add 4 cups of water instead of 2 cups of water. You place the Jell-O in the refrigerator but it never coagulates. What went wrong with your Jell-O? Have students discuss what happens when you have too much of one thing. Start to relate this to having too much DNA in an organism and the need to cut the amount of information in half. (6G, 5A, 9D)

Work in pairs to identify a real world situation that can be addressed using the steps of the scientific method (2E, 6G, 5A, 9D)

use the writing process with the scientific method and journaling to respond to prompts in their interactive notebook (2G, 6G, 5A, 9D)

Explore Too many chromosomes – Use the chart to help answer the questions. Allow students to draw conclusion about

how to reduce the amount of genetic information received by a child. After the students have made their predictions have them answer the questions. (6G, 5A, 9D)

What’s the order – Give students a set of pictures of the eight phases of meiosis. Students will then take a sheet of paper and fold it into eighths, numbering each square. Afterwards, have them place a picture in each square. Ask them to write a summary about their order. (6G, 5A, 9D)

Use the Promethean Interactive White Board Flip Chart - “Meiosis”

Work in groups to draw conclusions about real world situations. (6G, 5A, 9D)

PAIR CHECKStudents quickly pair with another to check their answers about the different stages of meiosis. (6G, 5A, 9D)

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ExplainTeacher note: Remind students that in mitosis there is a single source of genetic information being donated to the daughter cells. While in meiosis there are two sources of genetic information combining to produce an offspring. Talk about exclusive meiotic characteristics e.g.) tetrad, crossing over, independent assortment etc.

Diploid vs. Haploid Apple Demo - 1. Review mitosis by stating, “When you begin mitosis you have how many cells?” Show students one apple to

represent the cell. Ask, “At the end of mitosis how many cells do you have?” Show students two apples. Be sure to remind students that the chromosomes in mitosis are in a diploid state 2N.

2. Ask students, “In meiosis how many cells do you start with?” Show student one apple. Ask students, “What is the first process that happens to this cell?” Show the students two apples. Remind students that the apples are currently in a diploid state, 2N.

3. Then ask, “in order to produce haploid, N, gametes what needs to happen to the apples?” When the students say cut in half, take out a knife (larger for more emphasis) and cut the apple in half.

4. Ask the students if the apple if now haploid = N or diploid = 2N (6G, 5A, 9D)

Meiosis Lab – Pipe Cleaner Students will demonstrate knowledge of meiosis by creating a model of the eight phases (6G, 5A, 9D)

Meiosis Foldable Comparing Mitosis vs. Meiosis (6G, 5A, 9D)

√ Check for student understanding

Students record information in their science journal and discuss with their learning partner. (6G, 5A, 9D)

NUMBERED HEADS TOGETHER Groups of 4 are numbered 1-4

o A question is askedo Students huddle to make sure all

can answero A number is called and the student

with that number responds

Learn and use appropriate vocabulary in discussing meiosis I and II (6G, 5A, 9D)

Marzano’s Six Steps to Effective Vocabulary instruction (2G)

Elaborate Modeling Crossing-Over Quick Lab—Holt pg 147. (6E, 7A, 6G, 5A, 9D)

Modeling Meiosis – Exploration lab. Holt pg 158 – 159. (2G, 2H, 6A, 6E, 7F)

The Gamete Story - Have students label and complete the attached worksheet. Vocabulary words include the following: Oogenesis, spermatogenesis, 2N, N, ovum, sperm, Meiosis I, Meiosis II, 46, and 23. (6G, 5A, 9D)

Too many chromosomes revisited – have students’ complete attached worksheet.

Differentiation (Additional support) What do you do for students who need additional support?

Review vocabulary in context to meiotic division. Have students summarize three main ideas about meiosis.

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students perform the quick lab pg 151 observing reproduction in yeasts.

Demonstrate knowledge of key concepts and vocabulary of genetic cross over (6E, 7A, 6G, 5A, 9D)

Demonstrate knowledge of meiosis by describing what occurs at each of its stages (2G, 2H, 6A, 6E, 7F)

Evaluate Nondisjunction – Have students predict what would occur if nondisjunction had happened during gamete

formation. (6G, 5A, 9D)(link) Compare and contrast mitosis and meiosis – Have students complete the attached worksheets. (6G, 5A, 9D)

(link)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

o Demonstrate understanding of key concepts by hypothesizing real world situations. (6G, 5A, 9D)

Create a Venn diagram based on mitosis and meiosis. (6G, 5A, 9D)

Content VocabularyVocabulary Cards (link)

Meiosis Gamete Sex Cell

Academic Vocabulary Explain Observe Demonstrate Evaluate

Resources Holt Biology TexasChapter 7 (pp. 143- 149)

Section 7.1SAISD © 2010-11 – Second Grading Period Science Biology Page 27 of 47

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Sex Chromosome Tetrad Crossing Over Haploid Oogenesis Spermatogenesis Sperm Ovum Testes Ovary Non-disjunction

Identify Coagulate Describe Predict Compare

English Proficiency Standards (ELPS)ELPS Language Objectives

ELPS 1(A) use prior knowledge and experiences to understand meanings in English

ELPS 2(G)  understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS Stems

o An example of a ___ is … 1(A)

o One thing I heard was … 2(G)

o A ___ can be represented with a … 4(D)

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardTEK not Tested o Predict possible outcomes of monohybrid crosses,

dihybrid crosses and non-Mendelian inheritance.

o Explain in words or pictures the process and purpose of replication, transcription, translation, and mutation.

In an adult organism the genes A and B occur on one chromosome and their alleles a and b occur on its homologue. Which of the following explains a combination of Ab or aB occurring in the gametes?

a. Sex-linkageb. Lack of dominancec. Nondisjunctiond. Crossing overe. Blending

Answer- D

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Subject – BiologyUnit of Study: Genetics: Nucleic Acids, Replication, Protein Synthesis and Patterns of Heredity

Week 4 Lesson 9 Karyotypes (2 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What is the purpose of a karyotype? How do we use a karyotype to indicate disease? What are autosomes? What are sex chromosomes? What is a karyotype?

DNA is introduced to the student in middle school (6.11B)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionEngage

Where is the mutation? – Show students an abnormal karyotype, ask students to find the “mistake”. Is there a problem with the pattern? Have them give one reason why they believe the problem/mutation might have occurred. Have them relate the answer back to meiosis. (6H)

When eggs and sperm go wrong – Have students fertilize an egg that has 24 chromosomes with a sperm that has 22 chromosomes. Have the students complete the math on a piece of paper. Will this child have any mutations? Explain why or why not? (6G, 5A, 9D)

The shoe match up – Have students take off their shoes and ask the class to organize the shoes. Hint to students about size. (6G, 5A, 9D)

Students will journal about expected patterns in a karyotype. (6G, 5A, 9D)

Students will calculate the outcome of mutated sex cells. (6G, 5A, 9D)

Students will organize objects by size. (6G, 5A, 9D)

Explore Making a Karyotype – Internet site allows students to create their own karyotype. (6H)

or Making a Karyotype – Use the above link and print out the karyotype worksheet. (6H) Have students make copies of their fingerprints to study the differences in each other’s prints. Also,

explain how DNA fingerprinting is used by police officers and FBI to help solve crimes or by doctors to determine genetic disorders. (6H)

Use the Promethean Interactive White Board Flip Chart - “Karyotypes”

Students will be able to organize and create a karyotype (6H)

Students will be able to describe how DNA fingerprinting is used to study the genes. (6H)

Explain Teacher’s notes – Have students use a real karyotype to take notes on and be able to draw arrows to show

the trends in chromosome size. Have students identify autosomes and sex chromosomes. Have students identify the karyotype as male or female. Provide the students with both a male and female karyotype. Refer to comparing species PowerPoint to have students compare and contrast different species karyotypes.

Explain the DNA of Fingerprinting

√ Check for student understanding

Students will create and organize notes about the function karyotypes (6H)

Cornell Note Taking (2E, F)

Elaborate Analyzing Karyotypes and Identifying Disorders – Have students investigate various types of trisomies,

monosomies, and deletions. (6H) Chromosomal abnormalities – PowerPoint focuses on Down’s syndrome, Turner’s, Patau, Edward’s

syndrome, Crau de Chat. (link) (6H) Reading and Analyzing karyotypes – PowerPoint (6H)

Differentiation (Additional support) What do you do for students who need additional support?

Students will analyze karyotypes (6H)

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Have students review vocabulary and prepare a pipe cleaner karyotype.

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students research the various chromosomal abnormalities have them relate these errors back to nondisjunction.

Evaluate Comparing the implication of trisomies – Show students an image of a Down’s syndrome child and a patau

syndrome child. Have them compare the two images for trisomy effects. Have students look at a normal karyotype and draw in an extra chromosome at each correct pair. Now ask students to hypothesize why they believe that the trisomy on pair 14 has either more effect or less effect on the organism than trisomy 21. Have them support their answer with the organization of a karyotype. Guide the students by reminding them that the karyotype is arranged by size. (6H)

Have students compare karyotype abnormalities and nondisjuntion in meiosis. (6H)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Students will discriminate the affects of different chromosomal trisomies. (6H)

Content VocabularyVocabulary Cards (link)

Karyotype Autosomes Sex Chromosomes Genetic Disorder Amniocentesis Monosomy Trisomy Chromosomes X X XY Non-disjunction

Academic Vocabulary Explain Identify Compare Contrast Analyze Discriminate

Resources

Holt Biology TexasChapter 6 (pp. 122-123)

Section 6.1

Chapter 8 (pp. 180-181) Section 8.4

English Proficiency Standards (ELPS)ELPS Language Objectives

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS 5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

ELPS Stemso A common characteristic between ___ and ___ is…

5(B)o ___ can be used to determine ___. 5(B)o The pictures are about … 4(D)

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardTEK not Tested o Predict possible outcomes of monohybrid crosses,

dihybrid crosses and non-Mendelian inheritance.

o Explain in words or pictures the process and purpose of replication, transcription, translation, and mutation.

None

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Subject – BiologyUnit of Study: Genetics: Nucleic Acids, Replication, Protein Synthesis and Patterns of Heredity

Week 5 & 6 Lesson 10 Gregor Mendel and Complete Dominance (6 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What is the difference between an allele and a gene? What procedures did Gregor Mendel utilize to establish his laws? What is the difference between dominant and recessive traits? What are the two laws of heredity? How is probability used to predict the results of genetic crosses? Why did Mendel choose to work with pea plants? What is a sex-linked trait? What is the difference between a monohybrid cross and a dihybrid cross? How is a pedigree used to predict allelic combinations? How is a test cross utilized to indicate the genotype of an individual whose phenotype is dominant?

DNA is introduced to the student in middle school (6.11B)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionEngage

Is that my baby? - Show students alligator family pedigree. Have students hypothesize about how these two parents could produce this offspring. (6F)

What Does a Family Look Like? – Show students the different pictures of relatives. Have them select one family to write about. Ask students to explain five characteristics that they used to indicate a relationship between the individuals. (6F)

Tongue roller ? - Have students roll their tongues and take a class tally. Have them hypothesize why there are variations in the class. (6F)

Reflect in their science content journals the finding of their investigations into genetic patterns and inheritance. (6F)

Hypothesize about genetic inheritance patterns. (6F)

Discuss genetic patterns and inheritance. (6F)Explore

Blue People of Troublesome Creek – Have students review PowerPoint and answer questions. (6F) Identifying Dominant or Recessive Traits – Quick Lab. Holt pp.168 (6F) Punnet Squares – show students the video on Punnett Squares to practice completing a punnett square.

Have the students answer the following questions as they watch the video: Where are the genes from the male and female parents placed on the punnett square grid? What is meant by dominant gene? What is genotype and phenotype and give an example of each?

Pre-AP Biology – LTF A Resource and Strategies Guide for Biology – Mendel and His Peas: Investigating Monohybrid Crosses Using the Graphing Calculator pg. 526

Pre-AP Biology – LTF Module 3 The Amazing Maize: Investigation Dihybrid Crosses pg. 4 Use the Promethean Interactive White Board Flip Chart - “Punnett Squares”

3-2-1 Process-Students…o write 3 things they learned or already

knewo write 2 questionso 1 paragraph summarizing

Explain Teacher designed notes – Mendel, alleles, sexual reproduction, meiosis law of segregation, law of

independent assortment. (6F) How do you choose the letter for the trait? –

Give the students the following traits:Blue flowers are dominant to redGreen feathers are dominant to yellow feathersStripes are dominant to solidHave students determine the letter used to represent the alleles for dominant and recessive.Have students give the genotype for homogeneous dominant, heterozygous and recessive. (6F)

Cornell Note Taking (2E, F)

Demonstrate understanding of key concepts and vocabulary (6F)

Use Marzano’s Six Steps to Effective Vocabulary instruction to learn key genetic terms by writing a personal definition, create an illustration, provide an example (6F)

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Vocabulary Graphics (6F) Modeling Monohybrid Crosses – Holt pp. 186 – 187 (2C) (6F) Calculating Mendel’s Ratios – Holt pp. 165 (2G) (6D). Predicting the results of crosses using probabilities – Math lab. Holt pp.174 (6F) (2G) Dihybrid cross PowerPoint – How to form the gametes. (6F) Dihybrid cross – Holt pp. 171 Punnett square – Dihybrid practice

1. Cross a tall and round pea plant (TTRR) with a short and wrinkled pea plant (ttrr). Find the gametes and place them outside the cross.2. Describe the P1 generation cross. Include genotype, phenotype and ratios.3. Cross the F1 generation. Find the gametes and place them on the outside of the cross.4. Describe the F1 dihybrid cross to include genotype, phenotype and ratios.5. Complete the punnett square for the F2 generation. Each box should contain four alleles, two for each gene. One allele for each gene came from the female parent. The other allele for each gene came from the male parent. Each box should also identify the phenotype of each offspring. How many different genotypes are there in your completed square? Identify them.6. What are the proportions of the different genotypes of the F2 generation?7. What are the phenotypic proportions?8. In studying the dihybrid crosses, Mendel found that the inheritance of one trait does not influence the inheritance of another trait. What would be another way of expressing this fact, using the phenotypes of the F2 generation on the transparency?

Pedigree Charts and Pedigree Notes– (6F) Evaluating a Pedigree – Data Lab. Holt pp. 176 (2G) (6F) Use the Promethean Interactive White Board Flip Chart - “Dominant Recessive”

√ Check for student understanding

Discuss real life application of biology concepts (2G, 6F)

Complete tables that demonstrate real world situations of monohybrid crosses and dihybrid crosses of pea plants (6F)

Demonstrate understanding of inherited traits by having students Interpret pedigree charts (2G, 6F)

Elaborate Analyzing a test cross – Holt pp. 172 (2G) (6F) Sex-linked traits and pedigrees – Hemophilia and the royal families. (6F) Dihybrid Cross LAB Complete dihybrid crosses of flowers and pigs. (6F) PTC lab – (6F)

Differentiation (Additional support) What do you do for students who need additional support?

On dry erase boards have students practice punnett squares. Have students work as pairs.

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students research the impact of Queen Victoria’s hemophilia trait and its impact on modern day royals.

Analyze and describe the results from crossing homozygous and heterozygous plants (2G, 6F)

Evaluate Muscular Dystrophy Pedigree Chart and Muscular Dystrophy Pedigree Chart Answers– (6F) Mendellian Genetics Assessment – (6F, 6G, 5A, 9D)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Demonstrate understanding of inherited traits by having students Interpret pedigree charts (2G, 6F)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Content VocabularyVocabulary Cards (link)

Heredity Genetics Allele Dominant Recessive Homozygous Heterozygous Genotype Phenotype Monohybrid Cross P generation F1 Generation F2 Generation Dihybrid cross Test Cross Law of Segregation Law of Independent Assortment Punnett square Probability Pedigree Sex-linked trait Polygenic inheritance Incomplete dominance Multiple alleles Codominance

Academic Vocabulary Explain Identify Compare Contrast Analyze Demonstrate

ResourcesHolt Biology Texas

Chapter 8 (pp.161-187) Section 8.1 – 8.4

English Proficiency Standards (ELPS)ELPS Language ObjectivesELPS 3(E) share information in cooperative learning interactions;ELPS 5(B) write using newly acquired basic vocabulary and content- based grade-level vocabulary

ELPS Stemso If the pattern continues, the next picture will be … 5(B)o The ___ can be represented with … 3(E)

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Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

Additional TAKS Questions

o Predict possible outcomes of monohybrid crosses, dihybrid crosses and non-Mendelian inheritance.

o Explain in words or pictures the process and purpose of replication, transcription, translation, and mutation.

In the fruit fly, the allele for normal wings (W) is dominant over the allele for vestigial wings (w). A cross of two normal-winged flies produced 76 normal-winged and 23 vestigial-winged off-spring. It can be concluded that the genotypes of the two parent flies were which of the following?

A. WW and wwB. WW and WwC. Ww and wwD. Ww and WwE. WW and WW

Answer - D

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Subject – BiologyUnit of Study: Genetics: Nucleic Acids, Replication, Protein Synthesis and Patterns of Heredity

Week 5 & 6 Lesson 11 Complex Patterns of Heredity – (4 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What are the two laws of heredity? How is probability used to predict the results of genetic crosses? What is the difference between incomplete dominance, co-dominance, and polygenic inheritance? What is a sex-linked trait? How a test cross is utilized to indicate the genotype of an individual whose phenotype is dominant?

DNA is introduced to the student in middle school (6.11B)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionEngage

A little bit of both – Show students a red bull and a white cow and its red and white calf. Have students hypothesize based on the phenotype what they believe the genotype would be and why. (6F)

Blood in, Blood out –A mother has type A blood and the father has type B blood, their son was born in July with type O blood. Hypothesize what could explain the three different blood types. (6F)

Will my baby be a giant? – A mother is 6’4” and the father is 5’5” their daughter will be born in April. Estimate what her adult height might be. What rationale did you use to justify your answer? (6F)

Students record information in their science journal and discuss with their learning partner the outcomes of phenotypes from the genotypes. (6F)

PAIR CHECKStudents quickly pair with another to check their answers about the different traits that a child could inherit from it’s parents from the real world situations presented (6F)

Explore Detecting colors and Patterns in Eyes quick lab – Have students investigate polygenic inheritance in

human eye color. (6F) Genetic Cards - Give each student a genetics cardstock piece. Tell each student that they need to match

the word with its corresponding definition. Afterwards, have each pair of students, pair up with another group and discuss how the words relate together. Then, have the different groups share their findings with the entire class and see how all the words create one giant puzzle/pattern.

Use the Promethean Interactive White Board Flip Chart - “Genetic Crosses”

Work in groups to Investigate polygenic inheritance in human eye color, (6F)

Demonstrate understanding of key concepts and vocabulary (3C)

Explain Teacher designed notes – Incomplete dominance, complete dominance, polygenic inheritance. (6D) Blood Type and inheritance – (6D) Incomplete dominance - (6D) The DNA Molecule and DNA Mutation – Have the students answer the following questions while they

watch the short video: What is a mutation? How do they occur? When is a mutation considered beneficial?

√ Check for student understanding

Demonstrate understanding of key concepts and vocabulary (6F)

Discuss real life application of biology concepts (3D)

Elaborate Investigating Inherited Traits – (6F) Solving Heredity Problems – (6F)

Differentiation (Additional support) What do you do for students who need additional support?

Write the following genotypes on the board: (1) PP, (2) Pp, and (3) pp. Pair each student with a partner. Have students choose two of the genotypes and construct and complete a Punnett square showing the cross. Have them share their results with their partners.

Differentiation (Mastery)

Work in pairs to identify a real world problem that can be addressed using steps of the scientific method (2E)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

What do you do for students who master the learning quickly? Have students: research genetic mutations and discuss what would occur if the chromosomes were

severely damaged by UV rays. Research and discuss the affects on future generations.Evaluate

What is the most common phenotype in the world – Based on what you have learned about polygenic inheritance, hypothesize what is the most common phenotype for hair color, eye color and skin pigmentation? Explain and justify your answer. (6F)

Can a human have different colored eyes? – Is it possible for a person to have two different colored eyes? Remember the law of segregation and the law of independent assortment. Explain and justify your answer. (6F)

Is this possible – A female yellow Labrador dog has a litter of puppies, 3 of the puppies are red pit bulls and the other 4 puppies are Dalmatians. Hypothesize how all of these puppies are related genetically but phenotypically have such varied characteristics. (6F)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Demonstrate understanding of key concepts and vocabulary (6F)

Discuss with a partner and then demonstrate using real world applications the law of segregation and the law of independent assortment. (6F)

Use a Venn diagram to compare genotype vs. phenotype. (6F)

Content VocabularyVocabulary Cards (link)

Heredity Genetics Allele Dominant Recessive Homozygous Heterozygous Genotype Phenotype Monohybrid Cross True breeding P generation F1 Generation F2 Generation Dihybrid cross Test Cross Law of Segregation Law of Independent Assortment Punnett square Probability Pedigree Sex-linked trait Polygenic inheritance Incomplete dominance Multiple alleles Codominance

Academic Vocabulary Explain Identify Compare Contrast Analyze Demonstrate Justify Investigate

Resources

Holt Biology Texas

Chapter 8 (pp.161-187) Section 8.1 – 8.4

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

English Proficiency Standards (ELPS)ELPS Language Objectives

ELPS 1(A) use prior knowledge and experiences to understand meanings in English

ELPS 2(G)  understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

ELPS 3(E) share information in cooperative learning interactions;

ELPS Stemso I learned … 1(A)o The ___ is/is not represented by … because 2(G)o One characteristic of ___ is … 2(G)o The way I would solve the problem is … 3(E)

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardTEK not Tested o Predict possible outcomes of monohybrid crosses,

dihybrid crosses and non-Mendelian inheritance.

o Explain in words or pictures the process and purpose of replication, transcription, translation, and mutation.

It is thought that the Galapagos Islands were originally colonized by one species of finch. Today these islands contain many species of finches that occupy diverse niches. This most likely resulted from which of the following?

I. Biological MagnificationII. Convergent Evolution

III. Adaptive Radiation(A)  I only

(B)  II only

(C)  III only

(D)  II and III only

(E)  I, II, and III

Answer - C

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Unit of Study: EvolutionSecond Grading Period – Week 7- 8 CURRICULUM OVERVIEW

Enduring Understandings (Big Ideas) Unit RationaleBiological evolution helps us understand the history of life. It shows us how all living organisms share a common ancestor. Through the process of descent with modification, the common ancestor of life on Earth gave rise to the diversity that we see documented in the fossil record and around us today.

The central ideas of evolution are that life has a history — it has changed over time — and that different species share common ancestors.

Essential Questions Guiding Questions

How do geographical features impact life on the planet?

What does the fossil record indicate about life on the planet? How does natural selection impact biodiversity? How do geographical features impact species over time? How does natural selection help to shape the available gene pool of a species? What are the main points of the theory of Natural Selection? How do adaptations arise in a species?

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

Biology TEKS (7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to: (A)  analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental; (B)  analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record; (C)  analyze and evaluate how natural selection produces change in populations, not individuals; (D)  analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success; (E)  analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species;(F)  analyze and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination; and (G)  analyze and evaluate scientific explanations concerning the complexity of the cell.

” I CAN” statements highlighted in yellow should be displayed for students.I can:

Can use fossils to indicate relationships between ancient and modern day species. (7A)

Can analyze and evaluate DNA sequences in order to establish evolutionary relationships between species (7A, 7B)

Can analyze and evaluate how adaptation and behavior in a species change over time (7C, 7D, 7E)

Can analyze and evaluate how unsuccessful adaptation affects species survival leading to extinction (7C, 7D, 7E)

analyze and evaluate the result of natural selection in different species (7C, 7D, 7E)

Illustrate how natural selection affects species diversity (7C, 7D, 7E, 7F, 7G) Can analyze and evaluate the impact of geographical features on speciation (7C,

7D, 7E)

Skill

s

Biology TEKS 1 The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations

Biology TEKS 2 The student uses scientific methods during field and laboratory investigations. (A) The student is expected to plan and implement experimental procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology

Biology TEKS 3 The student uses critical thinking and problem solving skills to make informed decisions. . (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information

Practice safety at all times while performing field and laboratory investigations. (1A) Distinguish between safe and unsafe behavior in the classroom. (1A) distinguish between appropriate dress clothes for laboratory (1A) apply the steps of the scientific method during laboratory investigations (2A) Design an experiment to test by writing a hypothesis and using the scientific method

when given a problem statement. (2A) Implement the scientific method to plan and collect data to communicate valid

conclusions. (2A, B, D) collect data by working in groups (2B) differentiate between independent variable and dependent variable in a data graph (3A)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ELPS Student Expectations ELPS Specificity – Intended OutcomeELPS 1(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

ELPS 2(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.

ELPS 3(E) share information in cooperative learning interactions;

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS 5(B) write using newly acquired basic vocabulary and content- based grade-level vocabulary

1(C) What picture represents the word evolution?

2(C) Which of the following (conditions) most likely caused evolution to occur?

3(E) Share in cooperative groups about how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies.

4(D) How can the relationship between natural selection to adaptation and to the development of diversity in and among species be represented?

5(B) What factors affect theory of evolution?

College Readiness Student Expectations College Readiness – Intended OutcomeScience StandardsVI – C1 Know multiple categories of evidence for evolutionary change and how this evidence is used to infer evolutionary relationships among organisms.VI – C2 Recognize variations in population sizes, including extinction, and describe mechanism and conditions that produce these variations.

o Analyze and evaluate how evidence of common ancestry among groups is provided in fossil records, biogeography, and homologies.

o Analyze and evaluate how natural selection and adaptation can cause change in populations in diversity in and among species.

Evidence of Learning (Summative Assessment)1. Given the evidence from fossils, DNA sequences, and anatomical structures, (CN) the students can determine if the organism exhibits changes in its structure (B) with at least 80%

accuracy (CR)2. Given the history of a group of fossil organisms (CN), the students will be able to create a poster showing the relationship to their modern representatives (B) with at least

80%accuracy (CR).

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Subject – BiologyUnit of Study: Evolution – History of life

Week 7 & 8 Lesson 1 History of life on Planet Earth – (2 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What is the role of the atmosphere in the development of life on the planet?

How has life progressed on the planet? Does the level of organism complexity impact its placement on the

Geologic Time Scale? How do we use fossils to help complete the story of life on the planet?

7.10 The students know that species can change through generations and that the instructions for traits are contained in the genetic materials of organisms.

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionEngage

Fossils What characteristics help determine if an organism might be found in the future as a fossil? (7A, 7B)

Looking at tracks – PowerPoint. Students will observe fossils and hypothesize about the organism’s characteristics. Have individual students share with a partner. (7A)

What’s going on? Have students hypothesize what they believe is happening in the diagram

Infer what characteristics will help an organism become a fossil (7A)

Describe what an organism may have looked like based on fossil evidence. (7A)

PAIR CHECK Students quickly pair with another to check their answers

about the characteristics of fossils (7A)

sequence the fossilization process (7A)

Explore Early Earth Atmosphere - The early Earth atmosphere was believed to have hydrogen, cyanide,

carbon dioxide, carbon monoxide, nitrogen, hydrogen sulfide, water and little to no oxygen. Ask students to create a T-Chart with the early earth atmosphere gases on one side and on the other side determine whether or not they are toxic to mammals. Have students compare answers. Have students discuss what impact these gases would have on humans. (7A)

Early Earth Atmosphere Toxic to mammals?

HydrogenCyanide

Infer that the early Earth atmosphere would be inhospitable to some modern organisms. (7A)

Create a T-Chart to compare the history of the Earth to evolution. (7A)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Geologic Time Scale – Foldable. Materials 4 sheets of letter sized paper1. Fold all four sheets in half like a hot dog. 2. Take the first sheet of paper and write Precambrian Era close to the fold. 3. On the left inner fold draw the organisms for the era4. On the right inner fold write the approx year and the types of organisms.5. Take the second sheet of paper cut 2 inches off of the bottom. 6. Take the second sheet of paper and write Paleozoic Era close to the fold. Divide the outer fold into the six periods. Cambrian, Ordovician, Silurian, Devonian, Carboniferous, and Permian. Repeat steps three and four.7. Take the third sheet of paper cut paper in half and write Mesozoic Era close to the fold. Divide the outer fold into the three periods: Triassic, Jurassic, and Cretaceous. Repeat steps three and four.8. Take the fourth sheet cut three inches of the paper. Use the small part of the paper and write Cenozoic Era close to the fold. Divide the outer fold into the two periods, Tertiary period and Quaternary period. Repeat steps three and four.9. Have students tape the paper together in the correct order.Use PBS NOVA or National Geographic to show students the different organisms throughout Earth’s History. 10. Have students answer the questions provided (7A) http://www.pbs.org/wgbh/nova/origins/life-flash.htmlor http://science.nationalgeographic.com/science/prehistoric-world/prehistoric-time-line.html

Making a Timeline of Life on Earth – pg 272 (7A) Use the Promethean Interactive White Board Flip Chart - “Evidence of Evolution”

Create a foldable to display the Geological Time Scale.(7A)

Use Marzano’s Six Steps to Effective Vocabulary instruction to learn key evolutionary terms by writing a personal definition, create an illustration, provide an example (7A)

Explain Getting into the fossil record – Have students complete the exercises on the website (7A) (link)

http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/index.html Windows Into the Past: How Fossils Form – (7A) (link) http://videos.howstuffworks.com/hsw/12698-

windows-into-the-past-how-fossils-form-video.htm Teacher’s notes to include – Oaring hypothesis, Urey-Miller model, the origin of life, the first cells,

evolution of cellular life. (7A) http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/bio/gp2/Muscular%20Dystrophy%20Pedigree%20Chart%20worksheet%20answers.doc

Timeline Table – Have students complete the table (7A) (link) Use the Promethean Interactive White Board Flip Chart - “Evolution”

√ Check for student understanding

Demonstrate knowledge of key concepts and vocabulary to analyze and complete a fossil record (7A)

Cornell Note Taking (2A, B)

Elaborate Modeling Coacervates – pg. 257 (1A, 2B, 2C) Analyzing Signs of Endosymbiosis – pg. 259 (2C, 3A, 6A, 7A,) Journal – How would the increasing numbers of photosynthesizing organisms on Earth have

affected both Earth and its organisms? (7A) Fossil layers- (7A) (link)

Differentiation (Additional support) What do you do for students who need additional support?

Have students create a timeline of major evolutionary events. Such as the rise of eukaryotes, plants appear etc.

Students record information in their science journal and discuss with their learning partner. ((2C, 3A, 6A, 7A)

Discuss with a partner how plants have evolved through time (7A)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students research the rise of mammals and the relationship between geology and biology.Evaluate

Journal – What role do you believe extinction has played in the history of life? (7A) Journal – Evolutionary biologists say that there is good reason that gaps in the fossil record exist.

Explain why some of the extinct animals and plants have no fossil record. (7A) Journal – What era do you believe was the most critical era to the rise of modern species, explain

and justify your answer? (7A).

Refer back to Essential Questions to assess student knowledge of lessons/concepts

Practice journal entry by writing about mass extinctions and what role they have played in the history of life. (7A)

Reflect in their science content journals the finding of their investigations into protein location. (7A)

3-2-1 Process-Students…(7A)o write 3 things they learned or already knewo write 2 questionso 1 paragraph summarizing

Content VocabularyVocabulary Cards (link)

Heredity Genetics Allele Dominant Recessive Genotype Phenotype Law of Segregation Law of Independent Assortment Fossil Cyanobacteria Endosymbiosis Extinction Mass extinction Paleontologist Geologic Time Scale Early earth atmosphere Amphibian Reptile Arthropod Plate tectonics Continental shift

Academic Vocabulary Explain Identify Compare Contrast Analyze Demonstrate Investigate Infer

ResourcesHolt Biology Texas

Chapter 12 (pp.251-271) Section 12.1 – 12.3

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

English Proficiency Standards (ELPS)ELPS Language Objectives

ELPS 1(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

ELPS 2(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.

ELPS Stemso I can draw a ___ to represent a … 1(C)o I heard the new word/phrase … 2(C)

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

Additional TAKS Questions

o Analyze and evaluate how evidence of common ancestry among groups is provided in fossil records, biogeography, and homologies.

o Analyze and evaluate how natural selection and adaptation can cause change in populations in diversity in and among species.

Which of the following is LEAST consistent with the fossil record?(A) Bony fish evolved from amphibians.(B) Mammals evolved from reptiles.(C) Birds evolved from reptiles.(D) Reptiles evolved from amphibians.(E) Cartilaginous fish evolved from jawless fish.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Subject – BiologyUnit of Study: Evolution – Natural Selection and Heredity

Week 7 & 8 Lesson 2 Evolution via Natural Selection (8 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

Are mutations’ outcomes observable rapidly or slowly over time? What is the ratio of favorable allelic frequencies compared to less

favorable characteristics? Do genotypes or phenotypes indicate the closet genetic relationships?

7.10 The students knows that species can change through generations and that the instructions for traits are contained in the genetic materials of organisms.

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionEngage

Butterflies on the newspaper - Obtain a whole sheet of newspaper. Cut out butterflies from two different colored sheets of papers. Cut out butterflies from the remainder of the newspaper. Paste all of the butterflies on the whole sheet of newspaper. Inform the students that they are about to observe butterflies and they will need to count the number of butterflies they see. Open the sheet of paper for about 10 seconds then close the paper. Have the students write down the number of observed colors. Ask the students to provide the phenotypes of the butterflies. Verify which students observed the highest number of butterflies. Explain the true number of butterflies. (7C, 7D, 7E)

Evolutionary Change in Horses – Have students observe the PowerPoint. (7C, 7D, 7E) Evolution Quick write – Have students write ten things they associate with the term Evolution. (7C, 7D,

7E)

Identify examples of how butterflies use camouflage to survive. (7A)

Analyze and describe how horses have evolved over time (7C, 7D, 7E)

Explore Natural Selection – Have students complete the activities on natural selection. (7C, 7D, 7E)

http://serendip.brynmawr.edu/sci_edu/waldron/#evolution Natural Selection – Have students participate in a simulated activity of how changes occur in predator

and prey species through several generations. Modeling Natural Selection – Quick Lab Pg. 280 Whale Evolution – Copy pages 284 and 285. Cut out the illustrations of the organisms and their

skeletons. Create a class set of the eight pictures. Place the eight pictures into plastic bags. Hand a bag to each pair and have them put the illustration in order. Each animal should have a matching skeleton. Ask students to create a four sentence summary that tells the whale’s story. (7C, 7D, 7E)

Evolution Field Notes Word Puzzle – Cut cards and place them in plastic bags have students match the cards. (7C, 7D, 7E)

Use the Promethean Interactive White Board Flip Chart - “Speciation”

Illustrate the impact of natural selection (7C, 7D, 7E)

Summarize the effect of evolution on organisms. (7C, 7D, 7E)

Explore making a model that simulates natural selection (2B, 2C, 3E, 7C, 7D, 7E)

Explain Teacher’s notes – To include Hutton, Malthus, Wallace, Darwin, Lamarck and their impact on the Can create notes in their journal that summarize

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

theory of evolution, Natural selection, the HMS Beagle and its voyage to the Galapagos, On the Origin of Species, embryology, analogous structures, homologous structures, comparisons of species DNA sequences, the use of the fossil record, the influence of the available gene pool on natural selection, survival of the fittest, reproductive isolation, evolution as genetic change, genetic drift, speciation etc. (7A, 7C, 7D, 7E, 7F, 7G)

Punctuated Equilibrium – Teacher model read. Student pairs will then re-read the selection. They will then create a definition for gradualism and punctuated equilibrium. Student pairs will join another pair and share their definition. Pg. 282

Evidence of Evolution - Have students complete the table (7A, 7C, 7D, 7E) Use the Promethean Interactive White Board Flip Chart - “Modern Theory of Evolution”

√ Check for student understanding

Natural Selection (7C, 7D, 7E)

Analyze models of Natural Selection (7C, 7D, 7E)

Classify different types of evolutionary evidence. (7C, 7D, 7E)

Elaborate Antibiotic Resistance – Super bugs. Model read the selection with students. Clarify any vocabulary or

concepts that may be new to the students. Students can then reread the paragraph on their own taking notes. Students will then work in pairs to answer the questions. (7C, 7D, 7E) (link)

Analyzing Changes in Lizard Populations – Math Lab pg. 292 (2C, 2D, 7A) A Tale of Two Squirrels – The Abert and Kaibab squirrels. Have students read the paragraph in pairs

and take notes. Then have the pair find another pair and dialog about the reading. The have the group of four answer the questions. (7C, 7D, 7E)

Camouflage Provides an Adaptive Advantage – (7C, 7D, 7E) Adaptation and Natural Selection – (7C, 7D, 7E) Have students view the following video and answer

the guided questions. 1. According to the theory of evolution, what is crucial to the survival of plants and animals?

2. List three examples of adaptations that plants and animals do to survive in their environment? 3. Which scientist is credited with the theory of evolution?

Differentiation (Additional support) What do you do for students who need additional support?

Review key vocabulary words using a frayer model. Have students summarize the key points of natural selection.

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students research how comparative DNA sequencing and other genetic research is changing our prior evolutionary relationships.

THINK-INK-PAIR-SHARE

Can create notes in their journal that summarize Natural Selection (7C, 7D, 7E)

Evaluate Journal - Imagine that a friend gets a stuffy nose and a sore throat and decides to take some leftover

penicillin in the medicine cabinet to treat the illness. Write a short paragraph explaining whether this is likely a good idea or a bad idea. Give at least three reasons that support your point of view and be sure that that your answer deals with bacterial evolution. (7C, 7D, 7E)

Journal – Explain how the predator-prey relationship has been a driving force that has shaped the journey of life on the planet. (7C, 7D, 7E)

Journal – Suppose that a drought on an island eliminates all but plants that produce large, tough seeds. All the finches on the island have very small beaks. Predict the impact this environmental change may have on the survival of the finch population. (7C, 7D, 7E)

Discussion - Are they possibly related – A team of scientists have been studying two different lakes in an area that sometimes experiences heavy flooding. Each lake contained two types of similar fish: a dull brown form and an iridescent gold form. The team wondered how all the fish were related, and they

Students will create notes in their science journal. (7C, 7D, 7E)

By working in groups to draw conclusions about real world situations. (7C, 7D, 7E)

PAIR CHECK Students quickly pair with another to check their

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

considered two hypothesis.Hypothesis A. Both fish have a common ancestor in the two separate lakesHypothesis B. Brown fish from lake 2 come from ancestors in lake 1. Gold fish from lake 1 come from ancestors in lake 2,

1. Draw a diagram for each hypothesis.2. According to the two hypotheses, what is the key difference in the way the brown and gold

fish populations might have been created?

3. A DNA analysis showed that the brown and gold fish from Lake 1 are the most closely related. Which of the hypothesis does this support?

4. In order to determine whether or not the brown and gold fish are two separate species, what questions do scientists need to formulate. (7C, 7D, 7E, 7F)

Refer back to Essential Questions to assess student knowledge of lessons/concepts

answers about the different stages of meiosis. (7C, 7D, 7E)

Content VocabularyVocabulary Cards (link)

Heredity Genetics Allele Dominant Recessive Genotype Phenotype Law of Segregation Law of Independent Assortment Fossil Cyanobacteria Endosymbiosis Extinction Gene pool Mass extinction Population Natural Selection Adaptation Allelic frequency Vestigial structure Homologous structure Divergence Speciation Biodiversity Camouflage Predator Prey Defense mechanisms

Academic Vocabulary Explain Identify Compare Contrast Analyze Demonstrate Illustrate Classify

ResourcesHolt Biology Texas

Chapter 13 (pp.274-293) Section 13.1 – 13.3

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

English Proficiency Standards (ELPS)ELPS Language Objectives

ELPS 3(E) share information in cooperative learning interactions;

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS 5(B) write using newly acquired basic vocabulary and content- based grade-level vocabulary

ELPS Stems

o An idea is … 3(E)

o I think … 3(E)

o An example of a ___ is …4(D)

o ___ best represents ___. 5(E)

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

Additional TAKS Questions

o Analyze and evaluate how evidence of common ancestry among groups is provided in fossil records, biogeography, and homologies.

o Analyze and evaluate how natural selection and adaptation can cause change in populations in diversity in and among species.

None

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.