unit laboratory biology - introduction 20120511103742 to meet the educational needs, ... fieldwork,...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SCIENCE DEPARTMENT

Lab Biology

COURSE DESCRIPTION

Grade Level: 9-12 Department: Science

Course Title: Principles of Lab Biology, Credits: 5.0 Lab Biology, Honors Lab Biology

Course Code: 040220, 041040, 041150

Board of Education adoption date: August 27, 2012

Board of Education

Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent

Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction

Curriculum Writing Committee Ms. Maria Merlucci Ms. Jennifer Nolan

Supervisors

Ms. Kim Fox

Ms. Marybeth Ruddy Ms. Angelique Gauthier

Ms. Stacie Ferrara Ms. Denise Scanga

Ms. Elena Andreacci

Laboratory Biology - Introduction

Introduction

Course Philosophy

The vision for the Freehold Regional High School District's biology curriculum is to provide a quality science education for students to experience the

richness and excitement of the natural world and understand how it functions. Students will engage in discourse and debate over matters of scientific

and technological concern. Students will learn how to apply appropriate scientific processes and principles in making responsible decisions. The

coursework is designed for the development of student-centered and inquiry-based lessons with the infusion of science literacy.

The Freehold Regional High School District's Laboratory Biology curriculum is focused on the use of life science principles as powerful conceptual tools

to make sense of the complexity, diversity and interconnectedness of life on Earth. Students engage in laboratory and authentic learning experiences

that encourage the application of biological knowledge to problem solving. The overall goal of science education is to develop scientifically literate

students who possess the knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in

civic and cultural affairs, and economic productivity.

The framework for biological science education consists of four disciplinary cores:

Molecules to Organisms: Structures and Processes

Ecosystems: Interactions, Energy, and Dynamics

Heredity: Inheritance and Variation of Traits

Biological Evolution: Unity and Diversity

Course Description

Freehold Regional High School District's Laboratory Biology curriculum is inclusive of the New Jersey Core Curriculum Content Standards (NJCCCS) in

Science and the Common Core State Standards (CCSS) for Literacy in Science and Technical Subjects (Grades 9-10). The curriculum will be presented

through student-centered activities, informational text, laboratory experiences, critical thinking assignments, real life problem solving, research, and a

variety of assessments including local and state testing. Empower 3000's World of Biology program will be one of the resources used by students to

fulfill the CCSS. Activities and resources suggested within this curriculum allow our educators the latitude and choice for instructional and differentiated

methods to meet the educational needs, intellectual abilities, and multiple learning styles of our students.

The Laboratory Biology curriculum is the core platform for both the Principles of Lab Biology and Honors Lab Biology courses. Within each unit of study

of the Laboratory Biology curriculum, differentiated strategies, activities, and resources are listed for the Principles and Honors levels.

Principles of Lab Biology students study all the content mandated by the NJCCCS. Vocabulary terms and informational text reading are emphasized to

develop understanding of core concepts. Laboratory experiments, demonstrations, exhibits, and class reports are included in the classroom activities.

Students will work both individually and in groups.

Honors Lab Biology coursework is rigorous and includes a more intensive investigation of the core concepts at a faster pace. Experimentation and

laboratory work is emphasized and include higher level thinking skills, writing assignments, oral reports and projects. Independent projects involving

fieldwork, research, and creative presentation are assigned. Honors Lab Biology students are expected to have independent study skills, a strong

interest in science, and the motivation to succeed in the rigorous coursework.

Course Map

Relevant Standards Enduring

Understandings Essential Questions

Assessments

Diagnostic (before) Formative (during) Summative (after)

5.1.12.A.1-3

5.1.12.B.1-4

5.1.12.C.1-3

5.1.12.D.1-3

LA.9-10.RST.9-10.1-10

LA.9-10.WHST.9-10.1.a-e

LA.9-10.WHST.9-10.2.a-f

LA.9-10.WHST.9-10.3-10

Scientific

experimentation,

data analysis,

technology, and

research are used to

solve real world

problems.

How do we investigate and

solve problems to explain

the natural world?

What constitutes useful

scientific evidence?

How do scientists collaborate

and communicate scientific

information?

Anticipatory Set

Class Discussion

KWL Chart

Online Diagnostic

Pre-Assessment

Student Survey

Concept Maps

Data Analysis

Journals

Lab Reports

Manipulatives

Models

Online Assessments

Oral Presentations

Problem Set

Quiz

Research

Student-Centered

Activities

Think-Pair-Share

Written Assignments

Final Examination

Journal

Lab Report

Midterm Examination

Online Assessments

Oral Presentations

Portfolios

Project

Unit Test

5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.3.12.A.1,3-6 5.3.12.B.1,6 5.3.12.C.1,2 5.3.12.D.1-3 5.3.12.E.1-4 5.4.12.B.1-3 5.4.12.G.7 LA.9-10.RST.9-10.1-10 LA.9-10.WHST.9-10.1.a-e LA.9-10.WHST.9-10.2.a-f LA.9-10.WHST.9-10.3-10

Biology is the study

of living systems.

What are the characteristics

of living organisms?

What are the levels of

organization?

How are organisms

classified?

Anticipatory Set

Class Discussion

KWL Chart

Online Diagnostic

Pre-Assessment

Concept Maps

Data Analysis

Flow Chart

Lab Reports

Online Assessments

Safety Quiz

Student-Centered

Activities

Written Assignments

Final Examination

Lab Report

Midterm Examination

Online Assessments

Oral Presentations

Research Project

Unit Test

5.1.12.A.1-3 5.1.12 B.1-4 5.1.12 C.1-3 5.1.12 D.1-3 5.2.12.A.5,6 5.3.12 A.1-6 5.3.12.B.1-6 5.3.12.D.1-3 5.3.12.E.2-4 5.4.12.B.1-3 5.4.12.E.1,2 5.4.12.G.7 LA.9-10.RST.9-10.1-10 LA.9-10.WHST.9-10.1.a-e LA.9-10.WHST.9-10.2.a-f LA.9-10.WHST.9-10.3-10

Living organisms are composed of molecules that carry out biological functions.

How does structure relate to function in living systems? What are the structures and functions of the macromolecules found in organisms? How is matter and energy transferred in living systems?

Anticipatory Set Class Discussion KWL Chart Online Diagnostic Pre-Assessment Student Surveys

Data Analysis Graphic Organizer Lab Reports Manipulatives Models Online Assessments Quiz Research Scientific Investigation Student-Centered Activities Written Assignments

Lab Report Midterm Examination Online Assessments Project Unit Test

5.1.12 A.1-3 5.1.12 B.1-4 5.1.12 C.1-3 5.1.12 D.1-3 5.3.12 A.1,3 5.3.12.B.1-6 5.3.12.C.1,2 5.3.12.E.1,3,4 5.4.12.B.1-3 5.4.12.E.1,2 5.4.12.G.1-7 LA.9-10.RST.9-10.1-10 LA.9-10.WHST.9-10.1.a-e LA.9-10.WHST.9-10.2.a-f LA.9-10.WHST.9-10.3-10

Organisms interact with each other and their environment, and can be affected by human behavior.

How and why are organisms interdependent on each other? How and why have organisms changed over time? How are systems affected by both positive and negative factors?

Anticipatory Set Class Discussion KWL Chart Online Diagnostic Pre-Assessment

Data Analysis Debate Graphic Organizer Journals Lab Reports Manipulatives Models Online Assessments Quiz Student-Centered Activities Think-Pair-Share

Final Examination Lab Report Midterm Examination Online Assessments Oral Presentation Project Unit Test

5.1.12 A.1-3 5.1.12 B.1-4 5.1.12 C.1-3 5.1.12 D.1-3 5.3.12 A.3-6 5.3.12.D.1-3 5.3.12.E.1-4 LA.9-10.RST.9-10.1-10 LA.9-10.WHST.9-10.1.a-e LA.9-10.WHST.9-10.2.a-f LA.9-10.WHST.9-10.3-10

Organisms contain genetic information, reproduce, develop, and have predictable life cycles.

How is genetic information passed through generations? How does genetic information determine an organism’s traits? Why does variation exist within living organisms?

Anticipatory Set Class Discussion Online Diagnostic Pre-Assessment Student Surveys

Data Analysis Debate Graphic Organizer Journals Manipulatives Models Online Assessments Problem Sets Quiz Research Scientific Investigation Student-Centered Activities

Final Examination Midterm Examination Online Assessments Oral Presentation Project Unit Test

Course Map and Proficiencies/Pacing

Unit Title Unit Understandings and Goals Recommended Duration

Unit #1: Scientific

Inquiry

Scientific experimentation, data analysis, technology, and research are used to solve real world problems.

At the conclusion of this unit, students will be able to: 1. Use appropriate tools and techniques to conduct safe scientific investigations. 2. Use mathematical operations to analyze and interpret scientific data. 3. Understand all elements of a controlled experiment. 4. Communicate about science in different formats, using relevant science vocabulary, supporting evidence, and clear logic.

2 weeks

Unit #2: Introduction to

Biology

Biology is the study of living systems.


At the conclusion of this unit, students will be able to: 1. Describe the characteristics of an organism. 2. Understand the levels of organization within the biosphere. 3. Explain how organisms are classified. 4. Differentiate between the domains and six kingdoms of life.

2 weeks

Unit #3: Biochemistry



At the conclusion of this unit, students will be able to: 1. Understand the importance of chemistry to the study of biology. 2. Determine how and why each major category of organic compounds is essential to life. 3. Explain the importance of enzymes in metabolism.

4 weeks

Unit #4: Cells


Biology is the study of living systems.


Organisms interact with each other and their environment, and can be affected by human behavior.


At the conclusion of this unit, students will be able to: 1. Recognize the similarities and differences amongst cells. 2. Explain the development of the Cell Theory. 3. Describe the coordinated efforts of cell organelles to perform all the processes necessary to life. 4. Understand the impact of disease-causing agents on organisms.

3 weeks

Unit #5: Cellular Transport

Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Living organisms are composed of molecules that carry out biological functions. Organisms interact with each other and their environment, and can be affected by human behavior.

At the conclusion of this unit, students will be able to: 1. Recognize the importance of the cell membrane in maintaining internal stability. 2. Describe how and why materials are transported in and out of a cell.

2 weeks

Unit #6: Energy Flow within Systems

Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Biology is the study of living systems. Living organisms are composed of molecules that carry out biological functions. Organisms interact with each other and their environment, and can be affected by human behavior.

At the conclusion of this unit, students will be able to: 1. Explain how matter cycles and energy flows through an ecosystem. 2. Explain the relationship between the processes of photosynthesis and cellular respiration.

2 weeks

Unit #7: DNA




At the conclusion of this unit, students will be able to: 1. Discuss the discovery of DNA. 2. Explain how the structure of DNA is related to its function in organisms. 3. Know that DNA can be altered.

2 weeks

Midterm Examination

Unit #8: Cell Division

Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Organisms interact with each other and their environment, and can be affected by human behavior. Organisms contain genetic information, reproduce, develop, and have predictable life cycles. At the conclusion of this unit, students will be able to: 1. Compare and contrast modes of reproduction. 2. Explain how and why the cell divides. 3. Understand the consequences of abnormal cell division.

2.5 weeks

Unit #9: Gene

Expression

Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Organisms interact with each other and their environment, and can be affected by human behavior. Organisms contain genetic information, reproduce, develop, and have predictable life cycles. At the conclusion of this unit, students will be able to: 1. Understand the process and rationale for gene expression. 2. Explain how mutations affect gene expression.

2 weeks

Unit #10: Genetics

Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Organisms interact with each other and their environment, and can be affected by human behavior. Organisms contain genetic information, reproduce, develop, and have predictable life cycles. At the conclusion of this unit, students will be able to: 1. Determine how traits are inherited. 2. Solve genetic cross problems. 3. Understand the cause and effect of genetic disorders.

4 weeks

Unit #11: Biotechnology

Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Organisms interact with each other and their environment, and can be affected by human behavior. Organisms contain genetic information, reproduce, develop, and have predictable life cycles.

At the conclusion of this unit, students will be able to: 1. Explain the role of biotechnology in today’s society. 2. Understand the multiple factors guiding bioethical decisions.

2.5 weeks

Unit #12: Evolution

Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Organisms interact with each other and their environment, and can be affected by human behavior. Organisms contain genetic information, reproduce, develop, and have predictable life cycles.

At the conclusion of this unit, students will be able to: 1. Explain how populations have changed over time as a result of interactions with each other and the environment. 2. Identify the evidence of evolution.

3 weeks

Unit #13: Human Impact on the Environment

Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Biology is the study of living systems. Organisms interact with each other and their environment, and can be affected by human behavior.

At the conclusion of this unit, students will be able to: 1. Identify types of ecosystems and how they have changed over time. 2. Explain how humans have had an impact on the environment. 3. Identify major environmental issues and explain the cause of each.

3 weeks

Final Examination

Unit 01 - Scientific Inquiry Unit Plan

Enduring Understanding: Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Essential Questions: How do we investigate and solve problems to explain the natural world? What constitutes useful scientific evidence? How do scientists collaborate and communicate scientific information? Unit Goals: At the conclusion of this unit, students will be able to: 1. Use appropriate tools and techniques to conduct safe scientific investigations. 2. Use mathematical operations to analyze and interpret scientific data. 3. Understand all elements of a controlled experiment. 4. Communicate about science in different formats, using relevant science vocabulary, supporting evidence, and clear logic. Duration of Unit: 3 weeks

Guiding / Topical Questions

Content, Themes, Concepts, and Skills

Instructional Resources and Materials

Teaching Strategies Assessment Strategies

What do lab safety symbols represent?

Safety symbol recognition

Laboratory safety guidelines

District approved text and ancillaries

District Lab Safety Contract

Lab safety picture prompt review sheet

Lab safety activities (scavenger hunt, flashcard review, picture prompt, safety poster) ‐ see Resource Appendix

Discussion of District Lab Safety Contract

Pre‐assessment

Online diagnostic and assessment

Lab safety assessment

Lab activity

Midterm examination Where is the lab safety equipment located in the science classroom and what is the function of each piece of equipment?

Map of classroom with safety equipment locations (eye wash, fire extinguisher, goggle cabinet, fume hood, emergency shower and other related equipment)


District Lab Safety Contract

Lab safety picture prompt review sheet ‐ see Resource Appendix

Lab safety activities (scavenger hunt, flashcard review, safety poster) ‐ see Resource Appendix

Safety equipment ‐ teacher demonstration and class discussion

Discussion of District Lab Safety Contract

Pre‐assessment



Lab activity

Midterm examination What are the lab tools used in biology? How are they safely used?

Lab tools identification and function


Common biological lab tools

Lab safety picture prompt review sheet ‐ see Resource Appendix

Lab safety activities (scavenger hunt, flashcard review, safety poster) ‐ see Resource Appendix

Lab tools ‐ teacher demonstration and class discussion

Lab tools scavenger hunt activity

Pre‐assessment



Lab activity

Midterm examination

What is the scientific method? How is it applied to experimental design?

Identifying and applying the steps of the scientific method.

Designing a controlled experiment.


Online program: World of Biology

Animated tutorial on Scientific Method ‐ see Resource Appendix

Scientific Method Activity ‐ see Resource Appendix

Multimedia presentation

Class discussion

Streaming video

Scientific Method lab Student designed controlled experiment

Pre‐assessment


Quiz

Unit test

Formal lab report

Midterm examination What is scientific data and how is it collected and analyzed?

Creating data tables, graphs and lab reports.

Creating and analyzing qualitative and quantitative lab data.


Online program: World of Biology Graphing online resource ‐ see Resource Appendix


Multiple graphing activities: highlighting independent and dependent variables, x & y axes, plotting of data, and final analysis of data representation

Pre‐assessment


Quiz

Unit test

Formal lab report

Midterm examination

LA.9‐10.RST.9‐10.4 Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9‐10 texts and topics.

LA.9‐10.RST.9‐10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

LA.9‐10.RST.9‐10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

LA.9‐10.RST.9‐10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LA.9‐10.RST.9‐10.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. LA.9‐10.RST.9‐10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or

mathematically (e.g., in an equation) into words. LA.9‐10.RST.9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9‐10 text complexity band independently and proficiently. LA.9‐10.WHST.9‐10.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.9‐10.WHST.9‐10.1.e Provide a concluding statement or section that follows from or supports the argument presented. LA.9‐10.WHST.9‐10.2.d Use precise language and domain‐specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the

expertise of likely readers.

LA.9‐10.WHST.9‐10.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

LA.9‐10.WHST.9‐10.9 Draw evidence from informational texts to support analysis, reflection, and research. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous

data. SCI.9‐12.5.1.12.B.2 Build, refine, and represent evidence‐based models using mathematical, physical, and computational tools. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.

Differentiation

Principles of Lab Biology:

Conduct a teacher‐generated controlled experiment where students collect and analyze data and graph results Use of site words, essential vocabulary flashcards, word banks, guided notes or notes outlines, study guides, and directed reading guides

Honors Lab Biology:

Design and conduct a controlled experiment Formal lab reports Include lessons and activities dealing with SI measurement

Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.12. A.3: Students will be able to participate in online learning communities, social networks, or a virtual world as resources for life‐long learning. 8.1.12. F.2: Students will be able to analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal and social needs. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Student‐centered technology lessons include World of Biology applications, student generated multimedia presentations, online research projects and activities, webquests, virtual labs, and the use of online animations and tutorials. Suggested Unit Teaching Strategies: Lab Safety links, Scientific Method links, Graphing activities

College and Workplace Readiness The biology curriculum has been designed to incorporate college and workplace readiness skills in each biological unit of study. As reflected within the instructional resources and teaching strategies for all biological units, teachers are equipped with multiple instructional applications to achieve these skills. The informational text requirement emphasized in the common core standards is accomplished by the integration of Empower 3000's World of Biology applications and other scientific literary resources. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Logical multi‐step progression skills are highlighted within each laboratory activity. 9.1.12 A‐F ‐ 21st‐Century Life and Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem‐solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Suggested Unit Teaching Strategy: World of Biology Career Exploration Articles "Police Officer" and "Robotics"

Unit 02 - Introduction to Biology Unit Plan Enduring Understandings: Biology is the study of living systems. Living organisms are composed of molecules that carry out biological functions. Essential Questions: What are the characteristics of living organisms? What are the levels of organization? How are organisms classified? How does structure relate to function in living systems? Unit Goals: At the conclusion of this unit, students will be able to: 1. Describe the characteristics of an organism. 2. Understand the levels of cellular organization. 3. Explain how organisms are classified. 4. Differentiate between the domains and six kingdoms of life. Duration of Unit: 2 weeks


Content, Themes, Concepts, and SkillsInstructional Resources and

Materials Teaching Strategies Assessment Strategies

What are the characteristics of life?

Levels of cellular organization (atom to organisms) Organelle Cells Tissue Organ Organ system Organism Metabolism Reproduction Heredity Evolution Adaptation Autotroph Heterotroph Biotic Abiotic Homeostasis Relate homeostasis to Human Endocrine, Nervous and Excretory Systems.


Representations of specimens (diagrams, photos, video clips, models)


Study of Life activities, labs and links ‐ see Resource Appendix


Class discussion

Graphic organizer

Living vs. Nonliving station activity

Pre‐assessment


Quiz

Unit test

Lab activity

Midterm examination

How is an organism classified?

Taxonomic hierarchy: Domain Kingdom Phylum Class Order Family Genus Species Domain: Archaea, Bacteria, and Eukarya Dichotomous key Binomial Nomenclature



Classification activities, labs and links ‐ see Resource Appendix


Class discussion

Dichotomous key activity

Pre‐assessment


Quiz

Unit test

Lab activity

Midterm examination What are the kingdoms of life? How do they differ from each other?

Characteristics of the kingdoms

Prokaryote/Eukaryote Autotroph/Heterotroph Unicellular/Multicellular


Online program: World of Biology Classification activities, labs and links ‐ see Resource Appendix


Class discussion

Graphic Organizer

Kingdom station activity

Kingdom research project

Pre‐assessment


Quiz

Unit test

Midterm examination


LA.9‐10.RST.9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9‐10 text complexity band independently and proficiently. LA.9‐10.WHST.9‐10.1.b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a

discipline‐appropriate form and in a manner that anticipates the audience's knowledge level and concerns. LA.9‐10.WHST.9‐10.2.b Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the

audience's knowledge of the topic. LA.9‐10.WHST.9‐10.2.d Use precise language and domain‐specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the

expertise of likely readers. LA.9‐10.WHST.9‐10.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.9‐10.WHST.9‐10.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the

topic). LA.9‐10.WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.9‐10.WHST.9‐10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other

information and to display information flexibly and dynamically. LA.9‐10.WHST.9‐10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the

research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.3.12.A.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation). SCI.9‐12.5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose

intolerance). SCI.9‐12.5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration. SCI.9‐12.5.3.12.E.2 Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence). SCI.9‐12.5.3.12.E.4 Account for the evolution of a species by citing specific evidence of biological mechanisms.

Differentiation Principles of Lab Biology:

Kingdom collage poster project Use of essential vocabulary flashcards, word banks, directed reading guides, guided notes or notes outlines, and study guides

Honors Lab Biology:

Create and use a dichotomous key Research project on kingdoms incorporating multimedia presentation

Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.12.A.3: Students will be able to participate in online learning communities, social networks, or a virtual world as resources for life‐long learning. 8.1.12.F.2: Students will be able to analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal and social needs. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Student‐centered technology lessons include World of Biology applications, student generated multimedia presentations, online research projects and activities, webquests, virtual labs, and the use of online animations and tutorials. Suggested Unit Teaching Strategies: Study of Life links and Classification links

College and Workplace Readiness The biology curriculum has been designed to incorporate college and workplace readiness skills in each biological unit of study. As reflected within the instructional resources and teaching strategies for all biological units, teachers are equipped with multiple instructional applications to achieve these skills. The informational text requirement emphasized in the core standards is accomplished by the integration of World of Biology applications and other scientific literary resources. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Logical multi‐step progression skills are highlighted within each laboratory activity. Suggested Unit Teaching Strategy: World of Biology Career Exploration Article "Marine Biology" or Descriptive Expository Paragraph Writing "A Weird Mammal"

Unit 03 - Biochemistry Unit Plan Enduring Understandings: Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Living organisms are composed of molecules that carry out biological function. Essential Questions: How do we investigate and solve problems to explain the natural world? What constitutes useful scientific evidence? How do scientists collaborate and communicate scientific information? How does structure relate to function in living systems? What are the structures and functions of the macromolecules that are found in organisms? How is matter and energy transferred in living systems? Unit Goals: At the conclusion of this unit, students will be able to: 1. Understand the importance of chemistry to the study of biology. 2. Determine how and why each major category of organic compounds is essential to life. 3. Explain the importance of enzymes in metabolism. 4. Understand the interaction between molecules and cells Duration of Unit: 4 weeks



Instructional Resources and Materials Teaching Strategies Assessment Strategies

Why is chemistry essential to the study of life?

Elements common in biological systems Inorganic/Organic molecules Chemical bonding types: covalent and ionic Acid and bases pH Energy Chemical reactions

District approved text and ancillaries Online program: World of Biology Animated tutorial on the Chemistry of Life ‐ see Resource Appendix Virtual lab on Enzyme Catalysis ‐ see Resource Appendix

Properties of Chemistry lab pH lab Multimedia presentation Label diagrams Graphic organizers Venn diagrams Think‐Pair‐Share Worksheets

Pre‐assessment Online diagnostic and assessment Quiz Unit test Lab activity Midterm examination

What are the properties of water that make it an important biological molecule?

Adhesion Cohesion Polarity Capillary action Surface tension Hydrogen bonds Solute/Solvent

District approved text and ancillaries Online program: World of Biology Properties of Water lab ‐ see Resource Appendix

Multimedia presentation Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Properties of water lab

Pre‐assessment Online diagnostic and assessment Quiz Unit test Project Lab activity Midterm examination

What are the macromolecules of life? What is their structure and function in living systems?

Carbohydrates, monosaccharides, disaccharides, polysaccharides Cellulose Lipids Hormones, Steroids Proteins, Amino Acids Nucleic acids ‐ DNA & RNA, nucleotides Vitamins Examples and/or categories of each type of macromolecule Relate to Human Nutrition

District approved text and ancillariesOnline program: World of Biology Virtual organic molecules lab ‐ see Resource Appendix Animated tutorial on organic molecules ‐ see Resource Appendix Biochemical activities, labs and links ‐ see Resource Appendix

Multimedia presentation Label diagrams Graphic organizers Worksheets Macromolecule Jeopardy review game ‐ see Resource Appendix Organic molecule lab using chemical indicators Food labels and nutritional facts activity

Pre‐assessment Online diagnostic and assessment Quiz Unit test Project Lab activity Midterm examination

How are macromolecules used by living organisms?

Simple/Complex molecules Dehydration synthesis

Hydrolysis Relate biochemistry to human digestion and endocrine Systems


Online program: World of Biology Biochemical activities, labs and links ‐ see Resource Appendix


Graphic organizers

Venn diagrams

Worksheets

Building a macromolecule Paper chain activity to demonstrate dehydration synthesis

Pre‐assessment


Quiz

Unit test

Project

Lab activity

Midterm examination

What is the role of enzymes in living systems?

Induced‐fit Enzyme Substrate Active Site Activation energy Catalyst

Effects of pH and temperature on enzymes Relate enzymes to human metabolism


Online program: World of Biology Animated tutorial on energy, enzymes and metabolism ‐ see Resource Appendix

Enzyme activities, labs and links ‐ see Resource Appendix


Label diagrams (lock and key)

Graphic organizers

Think‐Pair‐Share

Worksheets

Enzyme lab

Pre‐assessment


Quiz

Unit test

Project

Lab activity

Midterm examination




LA.9‐10.RST.9‐10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LA.9‐10.RST.9‐10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or

mathematically (e.g., in an equation) into words. LA.9‐10.RST.9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9‐10 text complexity band independently and proficiently. LA.9‐10.WHST.9‐10.2.d Use precise language and domain‐specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the

expertise of likely readers. LA.9‐10.WHST.9‐10.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.9‐10.WHST.9‐10.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the

topic). LA.9‐10.WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.9‐10.WHST.9‐10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other

information and to display information flexibly and dynamically. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous

data. SCI.9‐12.5.1.12.B.2 Build, refine, and represent evidence‐based models using mathematical, physical, and computational tools. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.2.12.A.1 Use atomic models to predict the behaviors of atoms in interactions. SCI.9‐12.5.2.12.A.3 Predict the placement of unknown elements on the Periodic Table based on their physical and chemical properties. SCI.9‐12.5.2.12.A.4 Explain how the properties of isotopes, including half‐lives, decay modes, and nuclear resonances, lead to useful applications of isotopes. SCI.9‐12.5.2.12.A.5 Describe the process by which solutes dissolve in solvents. SCI.9‐12.5.2.12.A.6 Relate the pH scale to the concentrations of various acids and bases. SCI.9‐12.5.2.12.B.1 Model how the outermost electrons determine the reactivity of elements and the nature of the chemical bonds they tend to form. SCI.9‐12.5.2.12.B.2 Describe oxidation and reduction reactions, and give examples of oxidation and reduction reactions that have an impact on the environment, such as corrosion and the burning

of fuel. SCI.9‐12.5.3.12.A.1 Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models. SCI.9‐12.5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment. SCI.9‐12.5.2.12.D.2 Describe the potential commercial applications of exothermic and endothermic reactions. SCI.9‐12.5.2.12.D.5 Model the change in rate of a reaction by changing a factor. SCI.9‐12.5.3.12.B.2 Use mathematical formulas to justify the concept of an efficient diet.

Differentiation

Principles of Lab Biology: Use of word banks, essential vocabulary flashcards, paper manipulatives/models, study guides, directed reading guides, guided notes or

notes outlines Generate a food diary Breakdown organic molecule indicator lab into stations Teacher demonstration of enzyme lab Cooperative learning expert groups

Honors Lab Biology: In addition to basic chemistry, include lessons and activities on the Periodic Table, atomic models, valence electrons and chemical bonding,

isotopes, chemical reactions, isomers, and functional groups Formal lab report Utilize scientific technological tools, such as: probes, sensors, and/or graphing calculators in experimentation Build organic molecule models Enzyme lab should include measuring the effects of pH and temperature on enzymes

Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.12. A.3: Students will be able to participate in online learning communities, social networks, or a virtual world as resources for life‐long learning. 8.1.12. F.2: Students will be able to analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal and social needs. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Student‐centered technology lessons include World of Biology applications, student generated multimedia presentations, online research projects and activities, webquests, virtual labs, and the use of online animations and tutorials. Suggested Unit Teaching Strategies: Virtual Organic Molecule Lab and Biochemical Analysis activities

College and Workplace Readiness

The biology curriculum has been designed to incorporate college and workplace readiness skills in each biological unit of study. As reflected within the instructional resources and teaching strategies for all biological units, teachers are equipped with multiple instructional applications to achieve these skills. The informational text requirement emphasized in the core standards is accomplished by the integration of World of Biology applications and other scientific literary resources. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Logical multi‐step progression skills are highlighted within each laboratory activity. Suggested Unit Teaching Strategy: World of Biology Career Exploration Articles "Nursing" and "Dietitians and Nutritionist"

Unit 04 - Cells Unit Plan Enduring Understandings: Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Living organisms are composed of molecules that carry out biological functions. Organisms interact with each other and their environment, and can be affected by human behavior. Essential Questions: How do we investigate and solve problems to explain the natural world? What constitutes useful scientific evidence? How do scientists collaborate and communicate scientific information? How does structure relate to function in living systems? How and why are organisms interdependent on each other? Unit Goals: At the conclusion of this unit, students will be able to: 1. Recognize the similarities and differences amongst cells. 2. Explain the development of the Cell Theory. 3. Describe the coordinated efforts of cell organelles to perform all the processes necessary to life. 4. Understand the impact of disease‐causing agents on organisms. Duration of Unit: 2 weeks





What is the basic unit of life?

Definition and discovery of cells

Examples of cells

Review levels of organization within an organism

Unicellular Multicellular Prokaryotic Eukaryotic

Three tenets of the Cell Theory


Cell models

Diagrams of cells

Online program: World of Biology Animated tutorial on cells ‐ see Resource Appendix


Label diagrams

Lab activities ‐ microscopy

Projects‐ build cell models

Graphic organizers

Venn diagrams

Think‐Pair‐ Share

Worksheets

Pre‐assessment


Quiz

Unit test

Project

Lab activity

Midterm examination

What are the parts and functions of a compound light microscope?

Parts and functions of the compound light microscope

Types of microscopes


Compound light microscopes

Microscope slides and cover slips

Prepared slides

Diagrams of microscopes


Microscope and cell activities, labs and links ‐ see Resource Appendix

“Microscope Mania” station lab ‐ see Resource Appendix


Label diagrams

Lab activities on microscopy ‐ see Resource Appendix

Graphic organizers

Worksheets

Pre‐assessment


Quiz

Unit test

Project

Lab activity

Midterm examination

Why are cells small? Surface area to volume ratio

Compare and contrast the efficiency of different sized cells.


Cell models

Diagrams of cells

Online program: World of Biology Microscope and cell activities, labs and links ‐ see Resource Appendix


Projects‐ build cell models

Worksheets

Streaming video

Interactive white board

Pre‐assessment


Quiz

Unit test

Project

Lab activity

Midterm examination What is the difference between prokaryotic and eukaryotic cells? What processes for life take place in each part of the cell?

Compare and contrast prokaryotic and eukaryotic cells in terms of evolution, complexity, division of labor, and representative organisms.

Structure and function of eukaryotic cell organelles: Cell (plasma) Membrane Cytoplasm Nucleus ‐ Nucleolus Vacuoles Endoplasmic Reticulum Golgi Apparatus Ribosomes Mitochondria Chloroplasts Cell Wall


Cell models

Diagrams of cells

Electron micrographs of cells and organelles

Online program: World of Biology Animated tutorial on cells ‐ see Resource Appendix Microscope and cell activities, labs and links ‐ see Resource Appendix


Label diagrams

Graphic organizers

Venn diagrams


Worksheets

Lab: Cell Study using the compound light microscope

Cell project (such as building a cell model or creating a board game about cells)‐ see Resource Appendix

Pre‐assessment


Quiz

Unit test

Project

Lab activity

Midterm examination

What is the impact of bacteria and viruses on living systems?

Basic characteristics of bacteria and viruses

Bacterial and viral diseases

Beneficial bacteria

Antibiotics

Vaccines Pathogen Toxin Explain how disease is a disruption of homeostasis. Connect disease to human immune response


Models of bacteria and viruses

Diagrams of bacteria and viruses

Electron micrographs of bacteria and viruses

Online program: World of Biology Animated tutorial on bacteria and viruses ‐ see Resource Appendix Bacteria and virus activities, labs and links ‐ see Resource Appendix


Label diagrams

Graphic organizers

Venn diagrams

Think‐Pair‐ Share

Worksheets

Bacterial and viral disease research project ‐ see Resource Appendix

Lab activity: How disease spreads through a community ‐ see Resource Appendix

Pre‐assessment


Quiz

Unit test

Project

Lab activity

Midterm examination



LA.9‐10.RST.9‐10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LA.9‐10.RST.9‐10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or

mathematically (e.g., in an equation) into words. LA.9‐10.RST.9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9‐10 text complexity band independently and proficiently. LA.9‐10.RST.9‐10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous

explanations or accounts. LA.9‐10.WHST.9‐10.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.9‐10.WHST.9‐10.1.e Provide a concluding statement or section that follows from or supports the argument presented. LA.9‐10.WHST.9‐10.2.d Use precise language and domain‐specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the

expertise of likely readers. LA.9‐10.WHST.9‐10.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.9‐10.WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous

data. SCI.9‐12.5.1.12.B.2 Build, refine, and represent evidence‐based models using mathematical, physical, and computational tools. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.A.3 Predict a cell's response in a given set of environmental conditions. SCI.9‐12.5.3.12.A.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation). SCI.9‐12.5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.g., stem cells, sex determination). SCI.9‐12.5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose

intolerance).


Use of word banks, essential vocabulary flashcards, study guides, directed reading guides, guided notes or notes outlines Use of Biology Coloring Book for differentiation between plant and animal cells

Honors Lab Biology: Measuring with the microscope lab to include cellular size determination Advanced microscopy techniques such as: staining, oil immersion, wet‐mount slides, and depth of field Advanced microbiology techniques such as: culturing bacteria and sterile technique Formal lab report

Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.12. A.3: Students will be able to participate in online learning communities, social networks, or a virtual world as resources for life‐long learning. 8.1.12. F.2: Students will be able to analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal and social needs. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Student‐centered technology lessons include World of Biology applications, student generated multimedia presentations, online research projects and activities, webquests, virtual labs, and the use of online animations and tutorials. Suggested Unit Teaching Strategies: Microscopy activities and Bacteria and Virus activities/research


The biology curriculum has been designed to incorporate college and workplace readiness skills in each biological unit of study. As reflected within the instructional resources and teaching strategies for all biological units, teachers are equipped with multiple instructional applications to achieve these skills. The informational text requirement emphasized in the core standards is accomplished by the integration of World of Biology applications and other scientific literary resources. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Logical multi‐step progression skills are highlighted within each laboratory activity. Suggested Unit Teaching Strategy: World of Biology Writing Fluency Life Science Prompt "Simple Machines in the Body", "Journey Through the Human Body" or Health and Nutrition Prompt "Inside the Body"

Unit 05 - Cellular Transport Unit Plan

Enduring Understandings: Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Living organisms are composed of molecules that carry out biological function. Organisms interact with each other and their environment, and can be affected by human behavior. Essential Questions: How do we investigate and solve problems to explain the natural world? What constitutes useful scientific evidence? How do scientists collaborate and communicate scientific information? How does structure relate to function in living systems? What are the functional roles of the macromolecules that organisms are composed of? How is matter and energy transferred in living systems? How and why are organisms interdependent on each other? How are systems affected by both positive and negative factors? Unit Goals: At the conclusion of this unit, students will be able to: 1. Recognize the importance of the cell membrane in maintaining internal stability. 2. Describe how and why materials are transported in and out of a cell. Duration of Unit: 2 weeks





What is the structure and function of the cell membrane?

Cell membrane ‐ phospholipid bilayer

Cell surface proteins ‐ receptor molecules

Cholesterol


Cell models

Diagram of cell membrane

Electron micrographs of cell membrane


Animated tutorial on cell membranes ‐ see Resource Appendix


Streaming video


Label diagrams

Graphic organizers


Worksheets

Cell membrane lab ‐ see Resource Appendix

Models and manipulatives of cells and cell membranes

Pre‐assessment


Quiz

Unit test

Project

Lab activity

Midterm examination

Why is the cell membrane described as semi‐permeable and a fluid mosaic model?

Permeability Semi Permeable Fluid mosaic model


Cell models

Diagram of cell membrane

Electron micrographs of cell membrane


Animated tutorial on cell membrane structure ‐ see Resource Appendix


Label diagrams

Streaming video

Project‐ build cell membrane model

Graphic organizers


Worksheets

Models and manipulatives of cells and cell membranes

Pre‐assessment


Quiz

Unit test

Project

Lab activity

Midterm examination

How do molecules move in and out of the cell?

Evaluate the flow of molecules across a membrane via diffusion, osmosis, facilitated diffusion, and active transport.

Hypotonic, hypertonic, and isotonic solutions Concentration gradient Passive and active transport Plasmolysis Cytolysis Relate cellular transport to human circulatory, respiratory and excretory systems



Animated tutorial on cellular transport ‐ see Resource Appendix Cellular transport activities, labs and links ‐ see Resource Appendix


Streaming video


Label diagrams

Graphic organizers

Venn diagrams


Worksheets

Teacher demonstration of processes

Diffusion and osmosis lab ‐ see Resource Appendix

Pre‐assessment


Quiz

Unit test

Project

Lab activity

Midterm examination



LA.9‐10.RST.9‐10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

LA.9‐10.RST.9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9‐10 text complexity band independently and proficiently. LA.9‐10.WHST.9‐10.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.9‐10.WHST.9‐10.1.e Provide a concluding statement or section that follows from or supports the argument presented. LA.9‐10.WHST.9‐10.2.d Use precise language and domain‐specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the

expertise of likely readers. LA.9‐10.WHST.9‐10.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous

data. SCI.9‐12.5.1.12.B.2 Build, refine, and represent evidence‐based models using mathematical, physical, and computational tools. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.A.3 Predict a cell's response in a given set of environmental conditions.


Use of word banks, study guides, directed reading guides, essential vocabulary flashcards, guided notes or notes outlines Student‐centered osmosis/diffusion investigation

Honors Lab Biology: Quantitative analysis labs to measure solute concentration and rate of diffusion Determination of turgor pressure differential

Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.12.A.3: Students will be able to participate in online learning communities, social networks, or a virtual world as resources for life‐long learning. 8.1.12.F.2: Students will be able to analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal and social needs. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Student‐centered technology lessons include World of Biology applications, student generated multimedia presentations, online research projects and activities, webquests, virtual labs, and the use of online animations and tutorials. Suggested Unit Teaching Strategies: Cellular Transport Virtual Lab

College and Workplace Readiness The biology curriculum has been designed to incorporate college and workplace readiness skills in each biological unit of study. As reflected within the instructional resources and teaching strategies for all biological units, teachers are equipped with multiple instructional applications to achieve these skills. The informational text requirement emphasized in the core standards is accomplished by the integration of World of Biology applications and other scientific literary resources. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Logical multi‐step progression skills are highlighted within each laboratory activity. Suggested Unit Teaching Strategy: World of Biology Writing Fluency Health and Nutrition Prompt "Danger Ahead!"

Unit 06 - Energy Flow Within Systems

Unit Plan

Enduring Understandings: Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Living organisms are composed of molecules that carry out biological functions. Organisms interact with each other and their environment, and can be affected by human behavior. Essential Questions: How do we investigate and solve problems to explain the natural world? What constitutes useful scientific evidence? How do scientists collaborate and communicate scientific information? How does structure relate to function in living systems? What are the functional roles of the macromolecules that organisms are composed of? How is matter and energy transferred in living systems? How and why are organisms interdependent on each other? How are systems affected by both positive and negative factors? Unit Goals: At the conclusion of this unit, students will be able to: 1. Explain how matter cycles and energy flows through an ecosystem. 2. Explain the relationship between the processes of photosynthesis and cellular respiration. Duration of Unit: 2 weeks





How is energy transferred from the sun through producers to consumers?

Food chains Food webs Autotrophs/Producer Heterotrophs/Consumer Herbivore Carnivore Omnivore Scavenger Decomposers Nitrogen Cycle Trophic levels Energy pyramid and 10% law Pyramid of numbers, biomass, and productivity Energy flow through an ecosystem ATP structure and function

District approved text and ancillaries Diagrams of food chains and food webs Online animations ‐ see Resource Appendix Online program: World of Biology Internet resources ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheet Food web model, interactive, or activity ATP lab activity ‐ see Resource Appendix

Pre‐assessment Online diagnostic and assessment Quiz Unit test Food web and/or ATP lab activity Midterm examination

How do plants transform energy from the sun, carbon dioxide, and water into glucose and oxygen?

Reactants and products of photosynthesis ‐ photosynthesis equation Glucose Chloroplast Chlorophyll and accessory pigments Electromagnetic spectrum Carbon cycle Transpiration

District approved text and ancillaries Online program: World of Biology Diagrams and models of plants and plant cells Electron micrographs of plant cells Online animation or tutorial‐see Resource Appendix Internet resources ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizer Think‐Pair‐Share Worksheets Photosynthesis Summary Chart explaining energy materials used, materials produced, time frame, location, importance, and relationship to cellular respiration Photosynthesis lab ‐ see Resource Appendix Chromatography lab on plant pigments Photosynthesis project: students create a multimedia presentation, lesson plan, role play, or flowchart about process.

Pre‐assessment Online diagnostic and assessment Quiz Unit test Photosynthesis project Photosynthesis lab activity Midterm examination

How do animals use the products of photosynthesis to produce ATP, carbon dioxide, and water?

Reactants and products of aerobic cellular respiration cellular respiration equation Relationship between photosynthesis and cellular respiration Mitochondria ATP Glucose Carbon cycle Aerobic respiration ‐ gas exchange Chemosynthesis Relate cellular respiration to human respiratory, circulatory and excretory Systems

District approved text and ancillaries Diagrams and models of cells Online program: World of Biology Electron micrographs of mitochondria Online animation or tutorial ‐ see Resource Appendix Internet resources ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Cellular Respiration Summary Chart explaining energy materials used, materials produced, time frame, location, importance, and relationship to photosynthesis Respiration lab ‐ see Resource Appendix Relationship between two processes lab activity ‐ see Resource Appendix Online interactive ‐ see Resource Appendix Cell Respiration project: students create a multimedia presentation, lesson plan, role play, or flowchart about process

Pre‐assessment Online diagnostic and assessment Quiz Unit test Cell respiration project Respiration lab activity Midterm examination

What are the alternative paths for energy production?

Anaerobic cellular respiration ATP Glucose Alcoholic fermentation Lactic acid fermentation Relate to human muscular system Compare/contrast energy yields in different processes.

District approved text and ancillaries Online animations Online program: World of Biology Internet resources ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Teacher demonstration of process Fermentation demonstration and/or lab ‐ see Resource Appendix

Pre‐assessment Online diagnostic and assessment Quiz Unit test Fermentation Lab activity Midterm examination

What are the factors that affect the rates of photosynthesis and respiration?

pH temperature concentration

District approved text and ancillaries Online animations Online program: World of Biology Internet resources ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Teacher demonstration of process Photosynthesis activities ‐ see ResourceAppendix

Pre‐assessment Online diagnostic and assessment Quiz Unit test Rate of reaction graph activity Midterm examination

LA.9‐10.RST.9‐10.4

Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9‐10 texts and topics.



LA.9‐10.RST.9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9‐10 text complexity band independently and proficiently. LA.9‐10.WHST.9‐10.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.9‐10.WHST.9‐10.1.e Provide a concluding statement or section that follows from or supports the argument presented. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. SCI.9‐12.5.1.12.B.2 Build, refine, and represent evidence‐based models using mathematical, physical, and computational tools. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment. SCI.9‐12.5.2.12.D.4 Measure quantitatively the energy transferred between objects during a collision. SCI.9‐12.5.2.12.D.5 Model the change in rate of a reaction by changing a factor. SCI.9‐12.5.3.12.B.1 Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. SCI.9‐12.5.3.12.B.3 Predict what would happen to an ecosystem if an energy source was removed. SCI.9‐12.5.3.12.B.4 Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process. SCI.9‐12.5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration. SCI.9‐12.5.3.12.C.1 Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. SCI.9‐12.5.4.12.E.2 Predict what the impact on biogeochemical systems would be if there were an increase or decrease in internal and external energy.


Drawing or coloring diagrams of carbon and nitrogen cycles Role play of cycles Online resources‐see Resource Appendix

Use of word banks, study guides, directed reading guides, essential vocabulary flashcards, guided notes or notes outlines Role play photosynthesis and cellular respiration using a small ball as an electron passed between students.

Honors Lab Biology: Lab: Pigment Paper Chromatography lab calculating Rf value or use of mass spectrometers‐see Resource Appendix Lab: Oxygen production or transpiration lab Lab: Respiration or fermentation‐see Resource Appendix Student independent study experiment‐see Resource Appendix Formal lab report

Content should include: light‐dependent, light‐independent, Calvin‐Benson Cycle, Glycolysis, Krebs Cycle, ETC, phosphorylation, anabolism, catabolism, coenzymes, intermediate products of each biochemical pathway; detailed structure of a chloroplast, leaf, and mitochondria, redox reactions, ATP synthetize, proton pumps, feedback inhibition, C3, C4, and CAM plants

Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.12.A.3: Students will be able to participate in online learning communities, social networks, or a virtual world as resources for life‐long learning. 8.1.12.F.2: Students will be able to analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal and social needs. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Student‐centered technology lessons include World of Biology applications, student generated multimedia presentations, online research projects and activities, webquests, virtual labs, and the use of online animations and tutorials. Suggested Unit Teaching Strategies: Photosynthesis Lab, Respiration Lab, Fermentation activity and Rate of Reaction activity


The biology curriculum has been designed to incorporate college and workplace readiness skills in each biological unit of study. As reflected within the instructional resources and teaching strategies for all biological units, teachers are equipped with multiple instructional applications to achieve these skills. The informational text requirement emphasized in the core standards is accomplished by the integration of World of Biology applications and other scientific literary resources. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Logical multi‐step progression skills are highlighted within each laboratory activity. Suggested Unit Teaching Strategy: World of Biology Career Exploration Article "Farming" or Writing Fluency Health and Nutrition Prompt "What's For Breakfast?"

Unit 07 - DNA Unit Plan

Enduring Understandings: Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Living organisms are composed of molecules that carry out biological functions. Organisms contain genetic information, reproduce, develop, and have predictable life cycles. Essential Questions: How do we investigate and solve problems to explain the natural world? What constitutes useful scientific evidence? How do scientists collaborate and communicate scientific information? How does structure relate to function in living systems? What are the functional roles of the macromolecules that organisms are composed of? How is genetic information passed through generations? How does genetic information determine an organism’s traits? Why does variation exist within living organisms? Unit Goals: At the conclusion of this unit, students will be able to: 1. Discuss the discovery of DNA. 2. Explain how the structure of DNA is related to its function in organisms. 3. Know that DNA may be altered. Duration of Unit: 2 weeks




What is the history of the discovery of DNA?

Scientists and experiments involved in the discovery of DNA

District approved text and ancillaries Online program: World of Biology Online animation or tutorial‐see Resource Appendix Interactive Timeline ‐ see Resource Appendix Internet resources ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Models or manipulatives Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Project: Students create a timeline of events in the discovery of DNA or research a scientist that helped discover DNA

Pre‐assessment Online diagnostic and assessment Quiz Unit test Timeline or scientist research project Lab activity Midterm examination

What is the structure and function of DNA?

Genes Genome Parts of a nucleotide Double helix Hydrogen bonds Base‐pairing rules

District approved text and ancillaries Online program: World of Biology Internet resources ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Models or manipulatives Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Build a DNA model activity ‐ see Resource Appendix Virtual DNA labs (virtual DNA extraction) ‐ see Resource Appendix Teacher demonstration of DNA extraction of fruit Determine the complementary strand of DNA.

Pre‐assessment Online diagnostic and assessment Quiz Unit test DNA model or extraction lab activity Midterm examination

How and why does DNA replicate?

DNA polymerase and helicase Complementary Template Point mutations

District approved text and ancillaries Online program: World of Biology Internet resources ‐ see Resource Appendix

Multimedia presentation Streaming video Models or manipulatives Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Teacher demonstration of process Determine the complementary strand of DNA activity Build a model of DNA to demonstrate replication activity‐see Resource Appendix

Pre‐assessment Online diagnostic and assessment Quiz Unit test Replication lab activity Midterm examination




LA.9‐10.RST.9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9‐10 text complexity band independently and proficiently. LA.9‐10.WHST.9‐10.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.9‐10.WHST.9‐10.1.e Provide a concluding statement or section that follows from or supports the argument presented.

SCI.9‐12.5.1.12.A.a Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.b Interpretation and manipulation of evidence‐based models are used to build and critique arguments/explanations. SCI.9‐12.5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. SCI.9‐12.5.1.12.A.c Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.a Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. SCI.9‐12.5.1.12.B.b Mathematical tools and technology are used to gather, analyze, and communicate results. SCI.9‐12.5.1.12.B.2 Build, refine, and represent evidence‐based models using mathematical, physical, and computational tools. SCI.9‐12.5.1.12.B.c Empirical evidence is used to construct and defend arguments. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.B.d Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.a Refinement of understandings, explanations, and models occurs as new evidence is incorporated. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.C.b Data and refined models are used to revise predictions and explanations. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.c Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.a Science involves practicing productive social interactions with peers, such as partner talk, whole‐group discussions, and small‐group work. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences. SCI.9‐12.5.1.12.D.b Science involves using language, both oral and written, as a tool for making thinking public. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.c Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.A.1 Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models. SCI.9‐12.5.3.12.A.b Cellular processes are carried out by many different types of molecules, mostly by the group of proteins known as enzymes. SCI.9‐12.5.3.12.A.c Cellular function is maintained through the regulation of cellular processes in response to internal and external environmental conditions. SCI.9‐12.5.3.12.A.e Cell differentiation is regulated through the expression of different genes during the development of complex multicellular organisms. SCI.9‐12.5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.g., stem cells, sex determination). SCI.9‐12.5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance). SCI.9‐12.5.3.12.D.1 Explain the value and potential applications of genome projects. SCI.9‐12.5.3.12.D.2 Predict the potential impact on an organism (no impact, significant impact) given a change in a specific DNA code, and provide specific real world examples of conditions caused by

mutations. SCI.9‐12.5.3.12.D.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization). SCI.9‐12.5.3.12.E.1 Account for the appearance of a novel trait that arose in a given population. SCI.9‐12.5.3.12.E.2 Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence). SCI.9‐12.5.3.12.E.3 Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil record, DNA, protein structures, etc.).

Differentiation

Principles of Lab Biology:

Use of DNA models and manipulatives‐see Resource Appendix History of DNA video Use of word banks, study guides, directed reading guides, essential vocabulary flashcards, guided notes or notes outline

Honors Lab Biology:

DNA Extraction Lab‐see Resource Appendix Content should include: transformation, purines, pyrimidines, rate of replication, leading strand, and lagging strand

Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.12. A.3: Students will be able to participate in online learning communities, social networks, or a virtual world as resources for life‐long learning. 8.1.12. F.2: Students will be able to analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal and social needs. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Student‐centered technology lessons include World of Biology applications, student generated multimedia presentations, online research projects and activities, webquests, virtual labs, and the use of online animations and tutorials. Suggested Unit Teaching Strategies: Virtual DNA Extraction, DNA Replication activity and DNA Genome research


The biology curriculum has been designed to incorporate college and workplace readiness skills in each biological unit of study. As reflected within the instructional resources and teaching strategies for all biological units, teachers are equipped with multiple instructional applications to achieve these skills. The informational text requirement emphasized in the core standards is accomplished by the integration of World of Biology applications and other scientific literary resources. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Logical multi‐step progression skills are highlighted within each laboratory activity. Suggested Unit Teaching Strategy: World of Biology Articles "Duke's New Discovery" or "Map to a New Sunflower" Thought Question

Unit 8 - Cell Division Unit Plan Enduring Understandings: Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Organisms interact with each other and their environment, and can be affected by human behavior. Organisms contain genetic information, reproduce, develop, and have predictable life cycles. Essential Questions: How do we investigate and solve problems to explain the natural world? What constitutes useful scientific evidence? How do scientists collaborate and communicate scientific information? How and why are organisms interdependent on each other? How are systems affected by both positive and negative factors? How is genetic information passed through generations? How does genetic information determine an organism’s traits? Why does variation exist within living organisms? Unit Goals: At the conclusion of this unit, students will be able to: 1. Compare and contrast modes of reproduction. 2. Explain how and why the cell divides. 3. Understand the consequences of abnormal cell division. Duration of Unit: 2 weeks





What are the modes of reproduction?

Asexual reproduction and examples (binary fission and budding) Sexual reproduction Zygote/Embryo Gametes Haploid Diploid Fertilization Somatic cells Relate cell to human reproductive system

District approved text and ancillaries Online program: World of Biology

Internet resources ‐ see ResourceAppendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Venn diagram Think‐Pair‐Share Worksheets Research project on organisms that reproduce asexually

Pre‐assessment Online diagnostic and assessment Quiz Unit test Research project on asexual reproduction Lab activity Final examination

What is the Cell Cycle?

Chromosomes Mitosis Cytokinesis Illustrate and label parts of a chromosome.

District approved text and ancillaries Online program: World of Biology Online animation or tutorial ‐ see Resource Appendix Internet resources ‐ see ResourceAppendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Model lab ‐ see Resource Appendix Online interactive ‐ see Resource Appendix

Pre‐assessment Online diagnostic and assessment Quiz Unit test Model or microscope lab activity Final examination

How do organisms produce gametes for sexual reproduction?

Meiosis Gametes Sex chromosomes Homologous chromosomes Gender determination in the offspring

District approved text and ancillaries Online program: World of Biology Online animation or tutorial on meiosis ‐ see Resource Appendix Internet resources ‐ see ResourceAppendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheets

Pre‐assessment Online diagnostic and assessment Quiz Unit test Final examination

How are mitosis and meiosis similar and different?

Comparison of mitosis and meiosis

District approved text and ancillaries Online program: World of Biology Online comparison of mitosis and meiosis ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Venn diagram of mitosis and meiosis Think‐Pair‐ Share Worksheets

Cell Division Summary Chart including: number of divisions, exchange of genetic material, number of cells from the original cell, genetic make‐up of final cell production, and function in a multicellular organism


How does sexual reproduction increase the genetic variability among offspring?

Crossing over Random fertilization Independent Assortment

Recombination

Relate to human reproductive system

District approved text and ancillaries Online program: World of Biology Internet resources ‐ see ResourceAppendix Online animation: Unique features of meiosis ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Teacher demonstration of processes using paper models or manipulatives ‐ see Resource Appendix


What are the mutations that can occur during cell division?

Chromosomal Mutation Cancer Monosomy Trisomy Karyotype Nondisjunction Metastasis Tumor Malignant Benign Carcinogen Prenatal Testing



Internet resources ‐ see ResourceAppendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheets

Karyotype lab activity ‐ see Resource Appendix Research chromosomal disorders ‐ see Resource Appendix Use of current events about cancer, treatments, and cures Analyze data/graphs about cancer

Pre‐assessment Online diagnostic and assessment Quiz Unit test Chromosomal disorder research project Cancer research project Karyotype lab activity Final examination

LA.9‐10.RST.9‐10.4

Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9‐10 texts and topics.



LA.9‐10.RST.9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9‐10 text complexity band independently and proficiently. LA.9‐10.WHST.9‐10.1.e Provide a concluding statement or section that follows from or supports the argument presented. LA.9‐10.WHST.9‐10.2.d Use precise language and domain‐specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise

of likely readers. LA.9‐10.WHST.9‐10.9 Draw evidence from informational texts to support analysis, reflection, and research. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. SCI.9‐12.5.1.12.B.2 Build, refine, and represent evidence‐based models using mathematical, physical, and computational tools. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.A.3 Predict a cell's response in a given set of environmental conditions. SCI.9‐12.5.3.12.A.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation). SCI.9‐12.5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.g., stem cells, sex determination). SCI.9‐12.5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose

intolerance).

Differentiation

Principles of Lab Biology: Use of word banks, study guides, directed reading guides, essential vocabulary flashcards, guided notes or notes outlines Cell Division Review Game‐see Resource Appendix

Honors Lab Biology: Content should include: phases of mitosis and meiosis, oogenesis, spermatogenesis, and a comparison of plant and animal cell mitosis Mitosis microscopy lab Formal lab report

Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.12.A.3: Students will be able to participate in online learning communities, social networks, or a virtual world as resources for life‐long learning. 8.1.12.F.2: Students will be able to analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal and social needs. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Student‐centered technology lessons include World of Biology applications, student generated multimedia presentations, online research projects and activities, webquests, virtual labs, and the use of online animations and tutorials. Suggested Unit Teaching Strategies: Online Animation ‐ Stages of Cell Division in Mitosis and Meiosis, Karyotype Lab, Chromosomal Disorders research


The biology curriculum has been designed to incorporate college and workplace readiness skills in each biological unit of study. As reflected within the instructional resources and teaching strategies for all biological units, teachers are equipped with multiple instructional applications to achieve these skills. The informational text requirement emphasized in the core standards is accomplished by the integration of World of Biology applications and other scientific literary resources. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Logical multi‐step progression skills are highlighted within each laboratory activity. Suggested Unit Teaching Strategy: World of Biology News and Health "Sun Setting on Teen Tanning?”

Unit 9 - Gene Expression Unit Plan Enduring Understandings: Organisms interact with each other and their environment, and can be affected by human behavior. Organisms contain genetic information, reproduce, develop, and have predictable life cycle Essential Questions: How and why have organisms changed over time? How are systems affected by both positive and negative factors? How does genetic information determine an organism’s traits? Why does variation exist within living organisms? Unit Goals: At the conclusion of this unit, students will be able to: 1. Understand the process and rationale for gene expression. 2. Explain how mutations affect gene expression. Duration of Unit: 2 weeks Guiding / Topical

Questions Content, Themes, Concepts, and

Skills Instructional Resources and

Materials Teaching Strategies Assessment Strategies

What is the difference between RNA and DNA?

Role of mRNA, tRNA and rRNA Codon vs. Anticodon Codon table DNA‐RNA Base Pairing Rule Uracil Genetic Code Gene



Internet resources ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Interpreting diagrams and models of DNA and RNA Activity: Interpreting the codon table


What are the steps involved in gene expression?

Protein (polypeptide) synthesis Transcription Translation RNA polymerase Polypeptide


Online program: World of Biology Online resources ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Activity: Determining complimentary DNA‐mRNA‐tRNA strands Online Activity: From Gene to Protein ‐ see Resource Appendix Online Simulation: Transcribing and Translating a Gene ‐ see Resource Appendix

Pre‐assessment Online diagnostic and assessment Quiz Unit test Lab activity: Modeling gene expression Final examination

What are point mutations and how do they affect the production of a protein?

Gene Mutations Frame shift mutations Substitution Deletion Insertion



Online tutorial ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Graphic organizers Think‐Pair‐Share Worksheets Activity: Simulating the effects of mutations on gene expression Online Activity ‐ see Resource Appendix

Quiz Unit test Lab activity: mutations and gene expression Final examination




LA.9‐10.RST.9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9‐10 text complexity band independently and proficiently. LA.9‐10.WHST.9‐10.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.9‐10.WHST.9‐10.2.d Use precise language and domain‐specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the

expertise of likely readers. LA.9‐10.WHST.9‐10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific

purpose and audience. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. SCI.9‐12.5.1.12.B.2 Build, refine, and represent evidence‐based models using mathematical, physical, and computational tools. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.g., stem cells, sex determination). SCI.9‐12.5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose

intolerance). SCI.9‐12.5.3.12.D.a Genes are segments of DNA molecules located in the chromosome of each cell. DNA molecules contain information that determines a sequence of amino acids, which result in

specific proteins. SCI.9‐12.5.3.12.D.1 Explain the value and potential applications of genome projects. SCI.9‐12.5.3.12.D.b Inserting, deleting, or substituting DNA segments can alter the genetic code. An altered gene may be passed on to every cell that develops from it. The resulting features may

help, harm, or have little or no effect on the offspring's success in its environment. SCI.9‐12.5.3.12.D.2 Predict the potential impact on an organism (no impact, significant impact) given a change in a specific DNA code, and provide specific real world examples of conditions caused

by mutations. SCI.9‐12.5.3.12.D.c Sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations in the offspring of any two parents.

Differentiation

Principles of Laboratory Biology: Utilize role play techniques to explore the process of gene expression Use paper manipulatives or plastic models to demonstrate the process of transcription and translation Gene Expression Review Game ‐ see Resource Appendix Use of word banks, study guides, directed reading guides, essential vocabulary flashcards, guided notes or notes outlines

Honors Lab Biology: Include a discussion of the promoter and terminator, the difference between prokaryotic and eukaryotic gene expression, the Lac Operon

Model, the control over genes, and the importance of introns and exons. Online resource: Gene expression activity‐see Resource Appendix

Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.12.A.3: Students will be able to participate in online learning communities, social networks, or a virtual world as resources for life‐long learning. 8.1.12.F.2: Students will be able to analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal and social needs. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Student‐centered technology lessons include World of Biology applications, student generated multimedia presentations, online research projects and activities, webquests, virtual labs, and the use of online animations and tutorials. Suggested Unit Teaching Strategies: Online simulation of Gene Expression and Gene Expression Mutation research /implications


The biology curriculum has been designed to incorporate college and workplace readiness skills in each biological unit of study. As reflected within the instructional resources and teaching strategies for all biological units, teachers are equipped with multiple instructional applications to achieve these skills. The informational text requirement emphasized in the core standards is accomplished by the integration of World of Biology applications and other scientific literary resources. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Logical multistep progression skills are highlighted within each laboratory activity. Suggested Unit Teaching Strategy: World of Biology News ‐Science Scene "Were You Born to be a Sports Star?"

Unit 10 - Genetics Unit Plan

Enduring Understandings: Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Organisms interact with each other and their environment, and can be affected by human behavior. Organisms contain genetic information, reproduce, develop, and have predictable life cycles. Essential Questions: How do we investigate and solve problems to explain the natural world? What constitutes useful scientific evidence? How do scientists collaborate and communicate scientific information? How and why are organisms interdependent on each other? How are systems affected by both positive and negative factors? How is genetic information passed through generations? How does genetic information determine an organism’s traits? Why does variation exist within living organisms? Unit Goals: At the conclusion of this unit, students will be able to: 1. Determine how traits are inherited. 2. Solve genetic cross problems. 3. Understand the cause and effect of genetic disorders. Duration of Unit: 3 weeks




How do geneticists use probability to predict the outcomes of various genetic crosses?

Heredity Mendel’s experimental design and principles Law of Dominance Segregation Recombination Independent Assortment Allele Dominant Recessive Homozygous‐pure Heterozygous‐hybrid Genotype Phenotype Punnett Square Monohybrid Cross Test cross Dihybrid Cross Incomplete Dominance Codominance Multiple Alleles Sex‐linked traits/carrier/sex chromosomes Pedigree Inheritance patterns of blood types


Internet resources: see Resource Appendix Lab Blood Typing Mystery ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizer Think‐Pair‐Share Worksheets Probability lab activity using pennies to represent gametes/alleles Teacher demonstration of problem sets Online problem sets ‐ see Resource Appendix Online resources for activities ‐ see Resource Appendix Online game ‐ see Resource Appendix

Pre‐assessment Online diagnostic and assessment Quiz Unit test Lab: Probability activity Problem sets on each pattern of inheritance Lab: Blood typing mystery Final examination

What are genetic disorders and how are they passed on?

Pedigree analysis/charts Chromosomal/Genetic Mutations Genetic Counseling Genetic disorders Genetic testing



Internet resources on Pedigrees ‐ see Resource Appendix

Internet resources on genetic diseases ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Teacher demonstration of pedigree Online pedigree analysis activity ‐ see Resource Appendix Pedigree webquest ‐ see Resource Appendix Genetic disorder research project

Pre‐assessment Online diagnostic and assessment Quiz Unit test Genetic disorder research project Pedigree lab activity Final examination



LA.9‐10.RST.9‐10.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. LA.9‐10.RST.9‐10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g.,

in an equation) into words. LA.9‐10.RST.9‐10.8 Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. LA.9‐10.RST.9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9‐10 text complexity band independently and proficiently. LA.9‐10.WHST.9‐10.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims,

reasons, and evidence. LA.9‐10.WHST.9‐10.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.9‐10.WHST.9‐10.1.e Provide a concluding statement or section that follows from or supports the argument presented. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.2 Build, refine, and represent evidence‐based models using mathematical, physical, and computational tools. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.C.b Data and refined models are used to revise predictions and explanations. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.D.1 Explain the value and potential applications of genome projects. SCI.9‐12.5.3.12.D.2 Predict the potential impact on an organism (no impact, significant impact) given a change in a specific DNA code, and provide specific real world examples of conditions caused by

mutations. SCI.9‐12.5.3.12.D.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization).


Use of word banks, study guides, directed reading guides, essential vocabulary flashcards, guided notes or notes outlines Genetics Vocabulary Review Games ‐ see Resource Appendix Dragon Genetics Activity to demonstrate simple Mendelian genetics ‐ see Resource appendix

Honors Lab Biology: Lab: Virtual Fly Lab ‐ see Resource Appendix Content should include: higher level problem sets and pedigree charts, anatomy of a flower, polygenic inheritance, epistasis, pleiotropy, gene

linkage, and gene mapping

Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.12.A.3: Students will be able to participate in online learning communities, social networks, or a virtual world as resources for life‐long learning. 8.1.12.F.2: Students will be able to analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal and social needs. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Student‐centered technology lessons include World of Biology applications, student generated multimedia presentations, online research projects and activities, webquests, virtual labs, and the use of online animations and tutorials. Suggested Unit Teaching Strategies: Genetic research, Pedigree analysis and Virtual Lab on Blood Typing


The biology curriculum has been designed to incorporate college and workplace readiness skills in each biological unit of study. As reflected within the instructional resources and teaching strategies for all biological units, teachers are equipped with multiple instructional applications to achieve these skills. The informational text requirement emphasized in the core standards is accomplished by the integration of World of Biology applications and other scientific literary resources. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Logical multi‐step progression skills are highlighted within each laboratory activity. Suggested Unit Teaching Strategy: World of Biology Just For Me Genetics and Heredity "Was Lincoln Sick?" or "An Hour a Day Keeps the Pounds Away"

Unit 11 - Biotechnology Unit Plan

Enduring Understandings: Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Organisms interact with each other and their environment, and can be affected by human behavior. Organisms contain genetic information, reproduce, develop, and have predictable life cycles. Essential Questions: How do we investigate and solve problems to explain the natural world? What constitutes useful scientific evidence? How do scientists collaborate and communicate scientific information? How and why are organisms interdependent on each other? How and why have organisms changed over time? How are systems affected by both positive and negative factors? How is genetic information passed through generations? How does genetic information determine an organism’s traits? Why does variation exist within living organisms? Unit Goals: At the conclusion of this unit, students will be able to: 1. Explain the role of biotechnology in today’s society. 2. Understand the multiple factors guiding bioethical decisions. Duration of Unit: 2 weeks





What are the steps involved in a genetic engineering experiment?

Biotechnology Genetic engineering Recombinant DNA technology Restriction enzyme Plasmid Vector Cloning Gene splicing



Online tutorial ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Persuasive essay on cloning Biotechnology current events research Online activity: Knocking out Genes ‐ see Resource Appendix Online activity: Recombinant DNA Technology Problem Set ‐ see Resource Appendix

Pre‐assessment Online diagnostic and assessment Quiz Unit test Persuasive essay on cloning Genetic engineering research project Current Events Journal/Scrapbook Final examination

What are the human applications of genetic engineering?

Positives and Negatives

Human Genome Project Genetically modified crops Genetically engineered drugs Transgenic animals DNA fingerprints Cloning Stem cell research Gene therapy

District approved text and ancillaries Online program: World of Biology Online tutorial ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Graphic organizers Think‐Pair‐Share Worksheets Biotechnology current events research Online activity: Interpreting and creating DNA fingerprints ‐ see Resource Appendix

Pre‐assessment Online diagnostic and assessment Quiz Unit test Genetic engineering research project Current events journal/scrapbook Final examination Persuasive essay

What are the problems associated with Genetic Engineering?

Bioethics Stem Cell Research

District approved text and ancillaries Online program: World of Biology Online tutorial ‐ see Resource Appendix Online game: Create a stem cell line ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Graphic organizers Think‐Pair‐Share Worksheets Bioethical debate Politics of biotechnology speeches Persuasive essay on bioethical topic Biotechnology current events research

Pre‐assessment Online diagnostic and assessment Quiz Unit test Persuasive essay on a bioethical topic Genetic engineering Research Project Current events journal/scrapbook Final examination

LA.9‐10.RST.9‐10.4 Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9‐10 texts and topics. LA.9‐10.RST.9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9‐10 text complexity band independently and proficiently. LA.9‐10.RST.9‐10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. LA.9‐10.WHST.9‐10.1.b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline‐appropriate form and in a manner that anticipates the audience's

knowledge level and concerns. LA.9‐10.WHST.9‐10.1.e Provide a concluding statement or section that follows from or supports the argument presented. LA.9‐10.WHST.9‐10.2.a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. LA.9‐10.WHST.9‐10.2.b Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. LA.9‐10.WHST.9‐10.2.d Use precise language and domain‐specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. LA.9‐10.WHST.9‐10.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.9‐10.WHST.9‐10.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). LA.9‐10.WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.9‐10.WHST.9‐10.9 Draw evidence from informational texts to support analysis, reflection, and research. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.b Interpretation and manipulation of evidence‐based models are used to build and critique arguments/explanations. SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. SCI.9‐12.5.1.12.B.2 Build, refine, and represent evidence‐based models using mathematical, physical, and computational tools. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences. SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.D.1 Explain the value and potential applications of genome projects. SCI.9‐12.5.3.12.D.b Inserting, deleting, or substituting DNA segments can alter the genetic code. An altered gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring's success in its

environment. SCI.9‐12.5.3.12.D.2 Predict the potential impact on an organism (no impact, significant impact) given a change in a specific DNA code, and provide specific real world examples of conditions caused by mutations. SCI.9‐12.5.3.12.D.c Sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations in the offspring of any two parents. SCI.9‐12.5.3.12.E.a New traits may result from new combinations of existing genes or from mutations of genes in reproductive cells within a population.

Differentiation Principles of Lab Biology

Utilize videos to explore the field of genetic engineering. Students will analyze diagrams to help identify the steps associated with genetic engineering experiments. Use of word banks, study guides, directed reading guides, essential vocabulary flashcards, guided notes or notes outlines

Honors Lab Biology:

Lab: Gel electrophoresis Content should include comprehensive discussion of PCR (polymerase chain reaction)

Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.12.A.3: Students will be able to participate in online learning communities, social networks, or a virtual world as resources for life‐long learning. 8.1.12.F.2: Students will be able to analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal and social needs. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Student‐centered technology lessons include World of Biology applications, student generated multimedia presentations, online research projects and activities, webquests, virtual labs, and the use of online animations and tutorials. Suggested Unit Teaching Strategies: Bioethical debate and research, DNA Fingerprinting Virtual Lab and Biotechnology Current Events

College and Workplace Readiness The biology curriculum has been designed to incorporate college and workplace readiness skills in each biological unit of study. As reflected within the instructional resources and teaching strategies for all biological units, teachers are equipped with multiple instructional applications to achieve these skills. The informational text requirement emphasized in the core standards is accomplished by the integration of World of Biology applications and other scientific literary resources. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Logical multi‐step progression skills are highlighted within each laboratory activity. Suggested Unit Teaching Strategy: World of Biology News ‐ Science Scene "What are Mutts Made of?" or "One Tree, Two Trees"

Unit 12 - Evolution Unit Plan

Enduring Understandings: Scientific experimentation, data analysis, technology, and research are used to solve real world problems. Organisms interact with each other and their environment, and can be affected by human behavior. Organisms contain genetic information, reproduce, develop, and have predictable life cycles. Essential Questions: How do we investigate and solve problems to explain the natural world? What constitutes useful scientific evidence? How do scientists collaborate and communicate scientific information? How and why are organisms interdependent on each other? How and why have organisms changed over time? How are systems affected by both positive and negative factors? How is genetic information passed through generations? How does genetic information determine an organism’s traits? Why does variation exist within living organisms? Unit Goals: At the conclusion of this unit, students will be able to: 1. Explain how populations have changed over time as a result of interactions with each other and the environment. 2. Identify the evidence of evolution. Duration of Unit: 2 weeks





What is biological evolution?

History of life on Earth Fossils Radiometric dating Isotopes Half‐ life Scientists/theories associated with evolution Charles Darwin Survival of the fittest Theory of evolution by natural selection Competition Adaptation Variation Gene pool Genetic drift Overproduction


Online program: World of Biology Internet tutorials ‐ see Resource Appendix

Online Resources ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Graphic organizers Think‐Pair‐Share Worksheets Online activities: Evolution by natural selection ‐ see Resource Appendix Effects of evolution on traits ‐ see Resource Appendix Human evolution timeline activity or Research Project Half‐life determination problem set Radiometric Dating Activity ‐ see Resource Appendix Simulating Natural Selection Lab ‐ see Resource Appendix

Pre‐assessment Online diagnostic and assessment Quiz Unit test Project: Timeline of life Activity: Fossil dating Activity: Simulating natural selection lab Final examination

What is the evidence for evolution?

Common ancestry Embryonic development Comparative anatomy Homologous structures Vestigial structures Fossil record Biochemical evidence Mutations



Internet tutorials ‐ see Resource Appendix

Online resources ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Label diagrams Graphic organizers Think‐Pair‐Share Worksheets Lab Activity: Use of biochemical evidence for evolution Lab Activity: Comparison of primate anatomy

Pre‐assessment Online diagnostic and assessment Quiz Unit test Lab Activity: Biochemical evidence of evolution Final examination

What is speciation?

Mechanisms of isolation: Geographic & Reproductive Convergent evolution Divergent evolution Extinction Coevolution Genetic drift Macroevolution Microevolution Cladistics Cladogram Phylogeny Extinction

District approved text and ancillaries Online program: World of Biology Internet tutorials ‐ see Resource Appendix

Multimedia presentation Streaming video Interactive white board Graphic organizers Think‐Pair‐Share Worksheets Activity: Peppered Moth study Virtual Lab: Peppered Moth simulation ‐ see Resource Appendix Cladogram creation and analysis Online simulator ‐ see Resource Appendix

Pre‐assessment Online diagnostic and assessment Quiz Unit test Activity: Peppered Moth study Final examination

What are the rates at which evolution occurs?

Gradualism Punctuated equilibrium Antibiotic and pesticide resistance


Multimedia presentation Streaming video Interactive white board Graphic organizers Think‐Pair‐Share Worksheets Graph analysis Current events Research/presentation

Pre‐assessment Online diagnostic and assessment Quiz Current events journal/scrapbook Unit test Final examination




LA.9‐10.RST.9‐10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LA.9‐10.RST.9‐10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically

(e.g., in an equation) into words. LA.9‐10.RST.9‐10.8 Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. LA.9‐10.RST.9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9‐10 text complexity band independently and proficiently. LA.9‐10.WHST.9‐10.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s),

counterclaims, reasons, and evidence. LA.9‐10.WHST.9‐10.7 Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a problem; narrow or broaden the inquiry when

appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.a Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. SCI.9‐12.5.1.12.B.2 Build, refine, and represent evidence‐based models using mathematical, physical, and computational tools. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.C.2 Use data representations and new models to revise predictions and explanations. SCI.9‐12.5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence‐based arguments. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.E.1 Account for the appearance of a novel trait that arose in a given population. SCI.9‐12.5.3.12.E.2 Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence). SCI.9‐12.5.3.12.E.3 Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil record, DNA, protein structures, etc.). SCI.9‐12.5.3.12.E.4 Account for the evolution of a species by citing specific evidence of biological mechanisms.

Differentiation

Principles of Lab Biology: Use of word banks, study guides, directed reading guides, essential vocabulary flashcards, guided notes or notes outlines

Honors Lab Biology: Activity: Investigating the Fossil Record‐See Resource Appendix

Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.12.A.3: Students will be able to participate in online learning communities, social networks, or a virtual world as resources for life‐long learning. 8.1.12.F.2: Students will be able to analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal and social needs. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Student‐centered technology lessons include World of Biology applications, student generated multimedia presentations, online research projects and activities, webquests, virtual labs, and the use of online animations and tutorials. Suggested Unit Teaching Strategies: Virtual Lab on Industrial Melanism and Human Evolution research


The biology curriculum has been designed to incorporate college and workplace readiness skills in each biological unit of study. As reflected within the instructional resources and teaching strategies for all biological units, teachers are equipped with multiple instructional applications to achieve these skills. The informational text requirement emphasized in the core standards is accomplished by the integration of World of Biology applications and other scientific literary resources. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Logical multi‐step progression skills are highlighted within each laboratory activity. Suggested Unit Teaching Strategy: World of Biology Career Exploration Article "Archaeologist"

Unit 13 – Human Impact on the Environment Unit Plan Enduring Understandings: Scientific experimentation, data analysis, technology, and research are used to solve real world problems Organisms interact with each other and their environment, and can be affected by human behavior. Essential Questions: How do we investigate and solve problems to explain the natural world? What constitutes useful scientific evidence? How do scientists collaborate and communicate scientific information? How and why are organisms interdependent on each other? How and why have organisms changed over time? How are systems affected by both positive and negative factors? Unit Goals: At the conclusion of this unit, students will be able to: 1. Identify types of ecosystems and how they have changed over time. 2. Explain how humans have had an impact on the environment. 3. Identify major environmental issues and explain the cause of each. Duration of Unit: 3 weeks





What is a population?

Population size, density and dispersion Exponential vs. logistic growth models Death rate vs. birth rate Demography Competition Limiting Factors Predator/prey Carrying Capacity




Multimedia presentation Streaming video Interactive white board Graphic organizers Think‐Pair‐Share Worksheets Ecology current events research Population growth graphs

Pre‐assessment Online diagnostic and assessment Quiz Unit test Lab activity: Rate of human population graphing activity Current events journal/scrapbook Final examination

What are the major environmental issues?

Environmental ScienceBiodiversity Sustainability Acid rain Water Cycle Groundwater Aquifer Ozone Depletion Chlorofluorocarbons Global Warming Greenhouse Effect Natural resource depletion Renewable vs. nonrenewable resources Direct harvesting Deforestation Pollution (air, land, water) Biological magnification Loss of species ‐ Population growth



Multimedia presentation Streaming video Interactive white board Graphic organizers Think‐Pair‐Share Worksheets Ecology current events research

Pre‐assessment

Online diagnostic and assessment Quiz Unit test Project Lab activity Current events journal/scrapbook Persuasive Essay ‐ How individuals can preserve resources? Final examination

How have humans impacted ecosystems?

Aquatic Ecosystems Terrestrial Biomes Succession ‐ pioneer organism and climax community Biodiversity Niche Symbiotic relationships: mutualism, commensalism, parasitism (parasite & host)




Multimedia presentation Streaming video Interactive white board Graphic organizers Think‐Pair‐Share Worksheets Biome research project: Students create a multimedia presentation that summarizes the major characteristics of each biome Human impact on ecosystems current events research Persuasive essay on human impact on ecosystems

Pre‐assessment Online diagnostic and assessment Quiz Unit test Project: Biomes Current events journal/scrapbook Persuasive essay on human impact Final examination



LA.9‐10.RST.9‐10.8 Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. LA.9‐10.WHST.9‐10.1 Write arguments focused on discipline‐specific content. LA.9‐10.WHST.9‐10.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA.9‐10.WHST.9‐10.1.e Provide a concluding statement or section that follows from or supports the argument presented. LA.9‐10.WHST.9‐10.9 Draw evidence from informational texts to support analysis, reflection, and research. SCI.9‐12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9‐12.5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence‐based models and to pose theories. SCI.9‐12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9‐12.5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. SCI.9‐12.5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. SCI.9‐12.5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. SCI.9‐12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences.SCI.9‐12.5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. SCI.9‐12.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. SCI.9‐12.5.3.12.B.4 Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process. SCI.9‐12.5.3.12.C.1 Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. SCI.9‐12.5.3.12.C.2 Model how natural and human‐made changes in the environment will affect individual organisms and the dynamics of populations.

Differentiation

Principles of Lab Biology: Activity: poster project to investigate biome characteristics Use of word banks, study guides, directed reading guides, essential vocabulary flashcards, guided notes or notes outlines

Honors Laboratory Biology:

Content should include: the difference between r and K strategists, density dependent vs. density independent factors in terms of population growth, The Hardy‐Weinberg Principle to predict genotype frequencies

Activity: create and interpret population pyramids

Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.1.12.A.3: Students will be able to participate in online learning communities, social networks, or a virtual world as resources for life‐long learning. 8.1.12.F.2: Students will be able to analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal and social needs. Teachers will infuse technology by the use of online resources, multimedia presentations, video streaming, podcasts, and a variety of scientifically based research websites. Student‐centered technology lessons include World of Biology applications, student generated multimedia presentations, online research projects and activities, webquests, virtual labs, and the use of online animations and tutorials. Suggested Unit Teaching Strategies: Ecology Current Events and research


The biology curriculum has been designed to incorporate college and workplace readiness skills in each biological unit of study. As reflected within the instructional resources and teaching strategies for all biological units, teachers are equipped with multiple instructional applications to achieve these skills. The informational text requirement emphasized in the core standards is accomplished by the integration of World of Biology applications and other scientific literary resources. Through student‐centered activities and laboratory experiences, students build upon skills dealing with teamwork, collaboration, problem‐solving, and critical thinking. Logical multi‐step progression skills are highlighted within each laboratory activity. Suggested Unit Teaching Strategy: World of Biology Debate "Economics versus Environment"; Career Exploration "Wind Power Workers"

unit laboratory biology - introduction 20120511103742 to meet the educational needs, ... fieldwork,...

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