2013-2014 GENERAL BIOLOGY
Transcript of 2013-2014 GENERAL BIOLOGY
2013-2014 GENERAL BIOLOGY COURSE CODE: 2000310S COURSE NAME: GENERAL BIOLOGY
UNIT TITLE: INTRODUCTION TO BIOLOGY (10 DAYS)
SEMESTER: 1ST GRADING PERIOD: 1ST
UNIT ESSENTIAL QUESTION/S:
CONCEPT CONCEPT CONCEPT
Syllabus
Safety Contract
The Study of Life/ Unifying Themes
Scientific Method
Safety Test
EOC Predictive Test
Parts and Usage of a Light Microscope/ vs. TEM and SEM
Tools used in Biology Nature of Science , Math and Language Art Standards will be addressed throughout this course
STANDARDS STANDARDS STANDARDS
NGSSS: SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
Pose questions about the natural world.
Conduct systematic observation
Examine books and other sources of information to see what is already known
Review what is known in light of empirical evidence
Common Core ELA: LA.910.2.2.3-The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping paraphrasing, summarizing, comparing, contrasting, or outlining).
Common Core MATHEMATICS:
MA.912.A.1.2-Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment. MA.912.S.3.2-Collect, organize, and analyze data sets, determine the best format for the data and present visual summaries from the following: bar graphs, line graphs, stem and leaf plots, circle graphs, histograms, box and whisker plots, scatter plots, and cumulative frequency graphs.
What role does science play in the study of life?
2013-2014 GENERAL BIOLOGY Plan investigations
Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs)
Pose answers, explanations, or descriptions of events
Generate explanations that explicate or describe natural phenomena (inferences)
Use appropriate evidence and reasoning to justify these explanations to others
Communicate results of scientific investigations
Evaluate the merits of the explanations produced by others.
SC.912.N.1.3-Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. (LOW) SC.912.N.1.4-Identify sources of information and assess their reliability according to the strict standards of scientific investigation. (HIGH)
LA.910.4.2.2-The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information. LACC.910.RST.1.1-Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LACC.910.RST.1.3-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. LACC.910.RST.3.7-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. LACC.910.WHST.1.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LACC.910.WHST.3.9-Draw evidence from informational texts to support analysis, reflection, and research.
2013-2014 GENERAL BIOLOGY SC.912.N.1.6-Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. (MODERATE) SC.912.N.2.1-Identify what is science, what clearly not science is, and what superficially resembles science (but fails to meet the criteria for science). (HIGH) SC.912.N.2.2-Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. (HIGH) SC.912.N.3.1-Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. (HIGH) SC.912.N.3.4-Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. (MODERATE) SC.912.L.16.10*-Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. (HIGH)
2013-2014 GENERAL BIOLOGY SC.912.L.14.4-Compare and contrast structure and function of various types of microscopes. (MODERATE)
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
What are the goals of science?
What procedures are at the core of scientific methodology?
Why are hypothesis so important to controlled experiments?
Why is peer review important?
What is the relationship between science and society?
What characteristics do all living things share?
How is metric system important to science?
VOCABULARY VOCABULARY
VOCABULARY
Observation inference hypothesis controlled experiments independent variable Dependent variable control group data theory bias stimulus homeostasis Metabolism sexual reproduction asexual reproduction
ACTIVITIES/RESOURCES ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
Study Workbook A 1.1 Worksheets Biology.com Art in Motion: Experimental Design Art Review: Revising Hypothesis Assessment Resource Book Visual Quiz
Inquiry 1.2 Quick Lab p. 13 Study Workbook A 1.2 Worksheets
Inquiry 1.3 Analyzing Data p. 20 Study Workbook A 1.3 Worksheets
2013-2014 GENERAL BIOLOGY ADDITIONAL INFORMATION
Scientific Method Lab- design experiment Examples:
Fun with Bubbles Lab (HOT Lab manual)
Termite lab (Hansen)
Little Red Fish (Dow) Interactive Scientific method http://sunshine.chpc.utah.edu/labs/scientific_method/sci_method_main.html Growing Plants http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=615 Intro to Microscope Lab Examples: “E” lab Cheek cell vs. elodea GIZMO http://www.paec.org/biologypartnership/
Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
UNIT TITLE: Cells – Cell Structure (15 DAYS)
SEMESTER: 1ST GRADING PERIOD: 1ST
2013-2014 GENERAL BIOLOGY UNIT ESSENTIAL QUESTION/S:
CONCEPT CONCEPT CONCEPT
Cell theory
Cell Organelles
Prokaryotic vs. Eukaryotic Cells
Animal Cells vs. Plant Cells
Cell membrane
Diffusion and Osmosis
Cell Transport
STANDARDS STANDARDS STANDARDS
NGSSS SC.912.L.14.1- Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. (MODERATE) SC.912.L.14.3*-Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. (MODERATE) SC.912.L.14.2*-Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly
Common Core ELA: LACC.1112.RST.1.1-Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LACC.1112.WHST.1.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings),
Common Core Math: MACC.912.F-IF.3.7-Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. MACC.912.N-Q.1.1-Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
How are cell structures adapted to their functions?
2013-2014 GENERAL BIOLOGY selective barrier (passive and active transport). (MODERATE)
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
f.
2013-2014 GENERAL BIOLOGY
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
What is the cell theory?
How do microscopes work?
How are eukaryotic and prokaryotic cells different?
What is the role of cell nucleus?
Why is the cell membrane sometimes referred to as fluid mosaic?
What is passive transport? Active transport?
How do individual cells maintain homeostasis?
How do the cells of multi cellular organisms work together to maintain homeostasis?
VOCABULARY VOCABULARY
VOCABULARY
Cell cell theory cell membrane nucleus eukaryote prokaryote cytoplasm organelle lysosome cytoskeleton centriole ribosome endoplasmic reticulum golgi apparatus chloroplast mitochondrion cell wall bilipid layer selectively permeable diffusion facilitated diffusion osmosis isotonic hypertonic hypotonic osmotic pressure tissue organ organ system receptor
ACTIVITIES/RESOURCES ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
Student Edition (Pearson), pp. 190-195 Inquiry 7.1 Quick Lab p. 193 Study Workbook A 7.1 Worksheets Student Edition (Pearson), pp. 196-207 Inquiry 7.2 Quick Lab, p. 203 Study Workbook A 7.2 Worksheets
Students Edition (Pearson),pp. 208-213 Study Workbook A 7.3 Worksheets
Students Edition (Pearson, pp. 214-217 Inquiry 7.4 Analyzing Data, p 216 Biology.com Data Analysis: Maximizing Mitochondria
2013-2014 GENERAL BIOLOGY
ADDITIONAL INFORMATION
Comparing Plant and animal cells lab Examples:
3-D Cell Model Project (HOT lab )
Elodea vs. cheek cell microscope lab
Interactive Cell structure http://www.cellsalive.com/cells/cell_model.htm Cell Membrane lab Example: Quick Lab: Modeling the Cell membrane p. 83 (15 min.) Osmosis Lab Example:
Inquiry Lab: Design Your own Investigation Diffusion Across a Membrane text p. 88
Rubber Egg lab
Diffusion and Osmosis (HOT lab) http://www.biologycorner.com http://www.paec.org/biologypartnership/
Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY UNIT TITLE: CELLULAR ENERGY(12 DAYS) SEMESTER: 1st GRADING PERIOD: 1st
UNIT ESSENTIAL QUESTION/S:
CONCEPT CONCEPT CONCEPT
Chemical Energy
Role of ATP
Overview of Photosynthesis
Plants (Tissues, Limited to meristematic, ground, dermal and vascular tissues, Structures, Limited to cambium, guard cells, stomata, phloem, xylem)
Overview of Cellular Respiration (Aerobic) vs. Fermentation (Anaerobic)
STANDARDS STANDARDS STANDARDS
NGSSS: SC.912.L.18.10*-Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. (MODERATE) SC.912.L.18.7*-Identify the reactants, products, and basic functions of photosynthesis. (MODERATE) SC.912.L.14.7*-Relate the structure of each of the major plant organs and tissues to physiological processes. (MODERATE) SC.912.L.18.8*-Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. (HIGH) SC.912.L.18.9*-Explain the interrelated nature of photosynthesis and cellular respiration.
Common Core ELA: LACC.1112.RST.1.1-Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LACC.910.RST.1.3-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. LACC.910.RST.2.4-Determine the meaning of symbols, key terms, and other domain-specific
Common Core Math: MACC.912.N-Q.1.1-Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
How do plants and other organisms capture energy from the sun?
How do organisms obtain energy?
2013-2014 GENERAL BIOLOGY (MODERATE) words and phrases as they are used in a specific
scientific or technical context relevant to grades 9–10 texts and topics. LACC.910.RST.3.7-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.
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
Why is ATP useful to cells?
What happens during the process of photosynthesis?
What are the reactants and products of photosynthesis?
What factors affect photosynthesis?
Why do most organisms undergo the process of cellular respiration?
How do cells release energy from food in the presence of oxygen? How do cells release energy from food without oxygen?
VOCABULARY VOCABULARY
VOCABULARY
ATP heterotroph autotroph photosynthesis cellular respiration fermentation aerobic respiration anaerobic respiration chlorophyll pigment thylakoid stroma Calvin cycle Glycolysis Krebs’s cycle NAD+
2013-2014 GENERAL BIOLOGY
ACTIVITIES/RESOURCES ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
Student Edition, pp. 226-229 Study Workbook 8.1 Worksheets Student Edition, pp. 230-234 Inquiry 8.2 Quick Lab, p.234 Study Workbook 8.2 Worksheets Student Edition, pp. 235-241 Inquiry 8.3 Analyzing Data, p. 240 Study Workbook 8.3 Worksheets
Biology.com Visual Analogy: ATP as a Charged Battery Biology.com Visual Analogy: Carrying Electrons Study Workbook B 8.1-8.3 Worksheets
Lab Manual A: Plant Pigments and Photosynthesis Lab Manual B: Plant Pigments and Photosynthesis Data Analysis: Rates of Photosynthesis
ADDITIONAL INFORMATION
Photosynthesis
Investigating the Effect of Light Intensity on Photosynthesis (HOT lab) Cellular Respiration
Cellular Respiration (HOT lab) The interrelated nature of photosynthesis and cellular respiration lab Virtual Lab: Carbon transfer through Snails and Elodea http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/virtual_labs/virtualLabs.html http://www.paec.org/biologypartnership/
Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY
UNIT TITLE: Chemistry of Life (15 DAYS) SEMESTER: 1st
GRADING PERIOD: 2nd
UNIT ESSENTIAL QUESTION/S:
CONCEPT CONCEPT CONCEPT
Atoms, Ions and molecules- Properties of Water (transport in plants through roots, stems and leaves) Carbon- based molecules Chemical Reactions and Enzymes
STANDARDS STANDARDS STANDARDS
NGSSS SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. (MODERATE) SC.912.L.18.12 Discuss the special properties of water that contribute to Earth’s suitability as an environment for life; cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. ( Moderate) SC.912.L.14.7* Relate the structure of each of the major plant organs and tissues to physiological processes. (MODERATE)
Common Core ELA LACC.1112.RST.1.1-Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LACC.1112.RST.1.3-Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LACC.910.RST.4.10-By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
Common Core MATHEMATICS MACC.912.N-Q.1-Reason quantitatively and use units to solve problems. MACC.912.N-Q.1.1-Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
What are the basic chemical principles that affect living things?
2013-2014 GENERAL BIOLOGY SC.912.L.18.11* Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. (MODERATE)
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
How does the structure of water contribute to its unique properties?
How does water’s polarity influence its properties as a solvent?
Why is it important for cells to buffer solutions against rapid change in pH?
What element does carbon bond with to make up life’s molecules?
What are the functions of each of the four groups of macromolecules?
What happens to chemical bonds during chemical reactions?
How do energy changes affect whether a chemical reaction will occur?
What role do enzymes play in living things and what affects their function?
VOCABULARY VOCABULARY
VOCABULARY
Cohesion Adhesion Mixture Solution Solute Solvent Suspension Monomer Polymer Carbohydrate Monosaccharide Lipid Nucleic acids Nucleotide Protein Amino acid Chemical reaction Reactant Product Activation energy Catalyst Enzyme substrate
2013-2014 GENERAL BIOLOGY
ACTIVITIES/RESOURCES ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
Properties of Water: Student Edition, pp. 40-44 Inquiry 2.2 Quick Lab, p. 43 Study Workbook A 2.2 Worksheets Biology.com Art in Motion: Salt Solution Data Analysis: Acid Rain Study Workbook B 2.2 Worksheets Lab Manual A: Temperature Affects Enzymes
Carbon Compounds: Student Edition, pp. 45-49 Inquiry 2.3 Analyzing Data, p. 48 Study Workbook A 2.3 Worksheets Study Workbook B 2.3 Worksheets Lab Manual A: Making Models of Molecules
Chemical Reactions and Enzymes Student Edition, pp. 50-53 Study Workbook A 2.4 Worksheets Study Workbook B 2.4 worksheets Lab Manual A: Enzymes in Detergents
ADDITIONAL INFORMATION
Water lab Ex.
Properties of Water Lab (HOT lab)
Penny lab, pepper lab, wax paper lab The Properties of Water Web Tutorial http://kisdwebs.katyisd.org/campuses/MRHS/teacherweb/hallk/Teacher%20Documents/AP%20Biology%20Materials/Chemistry%20of%20Life/The%20Properties%20of%20Water/02_A02s.swf Identifying Nutrients GIZMO http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=452 Enzymatic activity (how factors like temp. and pH affect activity) Ex.
Pineapple/ gelatin lab
Toothpick-ase- http://www.paec.org/biologypartnership/
Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY UNIT TITLE: Cell Growth – Mitosis and Meiosis (18 DAYS)
SEMESTER: 2nd GRADING PERIOD: 3rd
UNIT ESSENTIAL QUESTION/S:
CONCEPT CONCEPT CONCEPT
Cell cycle
Mitosis
Cytokinesis
Regulation of Cell Cycle
Asexual reproduction
Chromosomes and Meiosis (genetic variation)
STANDARDS STANDARDS STANDARDS
NGSSS SC.912.L.16.14-Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. (MODERATE) SC.912.L.16.8-Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. (MODERATE)
Common Core ELA LACC.1112.RST.1.1 -Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LACC.1112.RST.3.7- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Common Core Mathematics MACC.912.N.Q.1.2- Define appropriate quantities for the purpose of descriptive modeling.
How does a cell produce a new cell?
2013-2014 GENERAL BIOLOGY SC.912.L.16.16-Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. (MODERATE) SC.912.L.16.17* -Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. (HIGH) SC.912.L.15.15-Describe how mutation and genetic recombination increase genetic variation.(Moderate)
LACC.910.RST.2.4-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.
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
What are some of the difficulties a cell faces as it increases in size?
How do sexual and asexual reproduction compare?
What is the role of chromosomes in cell division?
What are the main events of the cell cycle?
What events occur during each of the four phases of mitosis?
How do daughter cells split apart after mitosis?
How is the cell regulated?
How do cancer cells differ from other cells?
How do cells become specialized for different functions?
What are stem cells?
What are some possible benefits and issues associated with stem cell research?
2013-2014 GENERAL BIOLOGY
VOCABULARY VOCABULARY
VOCABULARY
Cell division chromosome chromatin Cell cycle interphase mitosis cytokenesis prophase centromere chromatid centriole metaphase anaphase telophase cancer
ACTIVITIES/RESOURCES ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
Cell Growth, Division, and Reproduction: Student Edition, pp. 274- 278 Inquiry 10.1 Quick Lab, p. 275 Study Workbook A 10.1 Worksheets Biology.com Visual Analogy: Growing Pains The Process of Cell Division Student Edition, pp. 279-285 Inquiry 10.2 Quick Lab, p. 283 Students Workbook A 10.2 Worksheets Lab Manual A Regeneration of Planaria
Regulating the Cell Cycle: Student Edition, pp. 286-291 Inquiry 10.3 Analyzing Data, p. 288 Study Workbook A 10.3 Worksheets Study Workbook B 10.3 Worksheets Lab Manual B Regeneration in Planaria Data Analysis: The Rise and Fall of Cyclins Hands-on Activity: Comparing Surface Area to Volume
Cell Differentiation: Student Edition, pp. 292-297 Inquiry 10.4 Analyzing Data, p. 294 Study Workbook A 10.4 Worksheets Study Workbook B 10.4 Worksheets Cellular Differentiation of C. elegans
ADDITIONAL INFORMATION
Compare the stages of mitosis lab Examples: Teach with Technology : “Cell Division Supervisor” classzone.com
Investigation: Mitosis in Onion Root Cells Virtual Onion tip lab (Katie) Jill’s Mitosis Dance
2013-2014 GENERAL BIOLOGY Recombinant DNA activity Example: Engineering a Crop “Harvest of Fear GMO’s student interactive. http://www.pbs.org/wgbh/harvest/engineer/index.html (Dow write –up)
Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY UNIT TITLE: DNA and RNA Replication – Protein Synthesis (15 DAYS)
SEMESTER: 2nd GRADING PERIOD: 3rd
UNIT ESSENTIAL QUESTION/S:
CONCEPT CONCEPT CONCEPT
DNA and RNA Structure
DNA Replication
DNA transcription and translation
Protein Synthesis
Biotechnology / ethics (DNA fingerprinting, Genetic Engineering)
STANDARDS STANDARDS STANDARDS
NGSSS: SC.912.L.16.9- Explain how and why the genetic code is universal and is common to almost all organisms. (MODERATE) SC.912.L.16.3*- Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. (HIGH) SC.912.L.16.5-Explain the basic processes of transcription and translation, and how they result in the expression of genes. (HIGH)
Common Core ELA LACC.1112.RST.1.3-Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LACC.1112.RST.3.7-Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LACC.1112.WHST.3.9- Draw evidence from informational texts to support analysis, reflection, and research.
Common Core Mathematics MACC.912.N-Q.1.3 -Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
What is the structure of DNA, and how does it function in genetic inheritance?
How does information flow from DNA to RNA to direct the synthesis of proteins?
2013-2014 GENERAL BIOLOGY SC.912.L.16.4-Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. (HIGH) SC.912.L.16.10* Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. (HIGH) SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. (HIGH) SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. (HIGH)
LACC.910.RST.2.4-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.
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
How did scientists determine that DNA is responsible for storing, copying, and transmitting genetic information?
How was the basic structure of DNA discovered?
How do cells copy their DNA?
What is RNA?
How do cells make proteins?
What happens when cell’s DNA changes?
How do cells regulate gene expression?
2013-2014 GENERAL BIOLOGY
VOCABULARY VOCABULARY
VOCABULARY
Transformation bacteriophage replication Telomere DNA polymerase RNA transcription RNA polymerase genetic code poly peptide codon anticodon mutation point mutation mutagen
ACTIVITIES/RESOURCES ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
The Structure of DNA: Student Edition, pp. 344-349 Inquiry 12.2 Analyzing Data, p. 345 Study Workbook A 12.2 Worksheets Lab Manual A: Extracting DNA DNA Replication: Student Edition, pp. 350-353 Inquiry 12.3 Quick Lab, p. 352 Study Workbook A 12.3 Worksheets Lab Manual B: Extracting DNA Data Analysis: Base Percentages Hands-on Activity: Modeling DNA Replication
RNA: Student Edition, pp. 362-365 Study Workbook A 13.1 Worksheets Lab Manual A: From DNA to Protein Synthesis Ribosomes and Protein Synthesis: Student Edition, pp. 366-371 Inquiry 13.2 Quick Lab, p. 367 Workbook A 13.2 Worksheets Workbook B 13.2 Worksheets Lab Manual B: From DNA to Protein Synthesis Data Analysis: The Discovery of RNA Interference
Mutations: Student Edition, pp. 372-376 Inquiry 13.3 Quick Lab, p. 374 Study Workbook A 13.3 Worksheets Student Edition. Pp. 377-383 Inquiry 13.4 Analyzing Data, p. 381
2013-2014 GENERAL BIOLOGY ADDITIONAL INFORMATION
Building a DNA Model Project (HOT lab ) DNA Extraction (strawberry) Lab (Hot lab) Cheek cell DNA extraction Virtual DNA fingerprinting http://www.pbs.org/wgbh/nova/teachers/body/create-dna-fingerprint.html Impacts of Biotech
Cloning Movie
Stem Cell Research
Making Karyotypes (HOT lab )
http://www.paec.org/biologypartnership/
Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY UNIT TITLE: Genetics and Heredity (15 DAYS) SEMESTER: 2nd GRADING PERIOD: 3rd
UNIT ESSENTIAL QUESTION/S:
CONCEPT CONCEPT CONCEPT
Mendel’s laws of segregation
Mendel’s laws of independent assortment
Structure and Reproductive Parts of Flower
Monohybrid Punnett Squares.
Dihybrid Punnett squares
Pedigree Chart
Inheritance Patterns
STANDARDS STANDARDS STANDARDS
NGSSS SC.912.L.16.1* Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. (HIGH) SC.912.L.16.2* Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. (HIGH) SC.912.L.14.7* Relate the structure of each of the major plant organs and tissues to physiological processes. (MODERATE)
Common Core ELA LACC.910.RST.1.1 Cite specific textual
evidence to support analysis of science and
technical texts, attending to the precise details of
explanations or descriptions.
LACC.910.RST.1.3 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.
LACC.910.RST.3.7 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.
Common Core Mathematics MACC.K12.MP.1: Make sense of problems and persevere in solving them. MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.4: Model with mathematics. MACC.K12.MP.5: Use appropriate tools strategically.
How does biological information pass from one generation to another?
2013-2014 GENERAL BIOLOGY LACC.910.WHST.1.2 Write
informative/explanatory texts, including the
narration of historical events, scientific
procedures/ experiments, or technical processes.
LACC.910.WHST.3.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
MACC.K12.MP.6: Attend to precision. MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning.
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
How does an organism pass its characteristics on to its offspring?
How can you predict the outcome of genetic cross?
How can interactions between alleles, genes, and environment affect an organism’s trait?
How does a cell divide to create cells with exactly half of the original cell’s genetic information?
VOCABULARY VOCABULARY
VOCABULARY
Genetics fertilization trait Hybrid gene allele principle of dominance segregation Gamete Probability Homozygous Heterozygous Phenotype Genotype Punnett square Independent assortment
ACTIVITIES/RESOURCES ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
The Work of Mendel: Student Edition, pp.308-312 Inquiry 11.1 Quick Lab, p. 311 Study Workbook A and B, 11.1 Worksheets Spanish Study Workbook, 11.1 Worksheets Applying Mendel’s Principles: Student Edition, pp. 313-318 Study Workbook A and B, 11.2 Worksheets Spanish Study Workbook, 11.2 Worksheets
Other Patterns of Inheritance: Student Edition, pp. 319-322 Study Workbook A and B, 11.3 Worksheets Spanish Study Workbook, 11.3 Worksheets Lab Manual B, 11.3 Data Analysis Worksheet
Meiosis: Student Edition, pp. 323-329 Study Workbook A and B, 11.4 Worksheets Spanish Study Workbook, 11.4 Worksheets Lab Manual B, 11.4 Data Analysis Worksheet Biology.com: Lesson Overview • Lesson Notes • Activities: Art in Motion, Tutor Tube, Data Analysis • Assessment: Self-Test, Lesson Assessment
2013-2014 GENERAL BIOLOGY Lab Manual A, 11.2 Quick Lab Worksheet Lab Manual B, 11.2 Hands-On Activity
ADDITIONAL INFORMATION
Punnett Square Practice
Pedigree Chart Lab
Inheritance Patterns Ex. Investigating Inherited Traits (HOT lab) Genetic Disorders: Informational Poster and Presentation (HOT lab) Genetic Disorder Library http://learn.genetics.utah.edu/content/disorders/whataregd/ http://www.paec.org/biologypartnership/
Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY
UNIT TITLE: Evolution and History Life (15 DAYS)
SEMESTER: 2nd GRADING PERIOD: 4th
UNIT ESSENTIAL QUESTION/S:
CONCEPT CONCEPT CONCEPT
Darwin and natural selection
Theory of Natural selection
Evidence of Evolution
Other Mechanisms of Evolution (Gene flow and genetic drift)
Origin of Life
Early Single-celled Organisms
Primate Evolution (Skulls)
STANDARDS STANDARDS STANDARDS
NGSSS: SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. (MODERATE) SC.912.L.15.1* Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. (HIGH)
Common Core ELA
LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LACC.910.RST.1.3 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.
Common Core Mathematics
MACC.K12.MP.1: Make sense of problems and persevere in solving them.
MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.4: Model with mathematics. MACC.K12.MP.5: Use appropriate tools
What is natural selection?
How can populations evolve to form new species?
How do fossils help biologists understand the history of life on Earth?
2013-2014 GENERAL BIOLOGY SC.912.L.15.14* Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. (MODERATE) SC.912.L.15.8 Describe the scientific explanations of the origin of life on Earth. (MODERATE) SC.912.L.15.10* Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. (MODERATE)
LACC.910.RST.3.7 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.
LACC.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
strategically. MACC.K12.MP.6: Attend to precision. MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning.
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
What patterns of biodiversity did Darwin observe while traveling aboard the Beagle?
What is Darwin’s theory of evolution by natural selection?
What are the main lines of scientific evidence that support Darwin’s theory of evolution by natural selection?
How do genes make evolution possible?
What can genes tell us about an organism’s evolutionary history?
How do scientists use fossils to study Earth’s history?
What are some patterns in which evolution has occurred?
What happened during Earth’s early history?
2013-2014 GENERAL BIOLOGY
VOCABULARY VOCABULARY
VOCABULARY
Evolution fossil adaptation Fitness natural selection biogeography homologous structure analogous structure vestigial structure gene pool gradualism punctuated equilibrium coevolution adaptive radiation convergent evolution
ACTIVITIES/RESOURCES ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
Ideas That Shaped Darwin’s Thinking: Student Edition, pp. 450-453 Study Workbooks A and B, 16.2 Worksheets Spanish Study Workbook, 16.2 Worksheets Inquiry 16.2 Quick Lab, p. 457 Evidence of Evolution Student Edition, pp. 465-473 Study Workbooks A and B, 16.4 Worksheets Spanish Study Workbook, 16.4 Worksheets Lab Manual B, 16.4 Data Analysis Worksheet, Hands-On Activity Worksheet Biology.com Lesson Overview • Lesson Notes • Activities: Art Review, Visual Analogy • Assessment: Self-Test, Lesson Assessment
The Fossil Record Student Edition, pp. 538-545 Inquiry 19.1 Quick Lab, p. 541 Study Workbooks A and B, 19.1 Worksheets Spanish Study Workbook, 19.1 Worksheets Biology.com Lesson Overview • Lesson Notes • Activities: Art in Motion, Visual Analogy • Assessment: Self-Test, Lesson Assessment Patterns and Processes of Evolution: Student Edition, pp. 546-552 Study Workbooks A and B, 19.2 Worksheets Spanish Study Workbook, 19.2 Worksheets Lab Manual B, 19.2 Data Analysis Worksheet
Earth’s early History Student Edition, pp. 553-563 Inquiry 19.3 Analyzing Data, p.556 Study Workbooks A and B, 19.3 Worksheets Spanish Study Workbook, 19.3 Worksheets Lab Manual B, 19.3 Hands-On Activity Worksheet Biology.com Lesson Overview • Lesson Notes • Activity: Art Review • Assessment: Self-Test, Lesson Assessment
ADDITIONAL INFORMATION
Natural selection Lab Examples:
Natural Selection (Beak lab) (HOT lab )
Moth lab
Wooly Worm lab (Dow)
Predator –Prey Pursuit Evidence for the Theory of Evolution (HOT lab) Virtual Lab Comparing Hominid Skulls http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/virtual_labs/virtualLabs.html
2013-2014 GENERAL BIOLOGY
Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson
2013-2014 GENERAL BIOLOGY
UNIT TITLE: Classification/Kingdoms (15 DAYS) SEMESTER: 2nd GRADING PERIOD: 4th
UNIT ESSENTIAL QUESTION/S:
CONCEPT CONCEPT CONCEPT
Comparison of Kingdoms
Classification of organisms
Dichotomous Keys
STANDARDS STANDARDS STANDARDS
NGSS SC.912.L.15.6* Discuss distinguishing characteristics of the domains and kingdoms of living organisms. (MODERATE) SC.912.L.15.4* Describe how and why organisms are hierarchically classified and based on evolutionary relationships. (HIGH) SC.912.L.15.5 Explain the reasons for changes in how organisms are classified. (HIGH)
Common Core ELA
LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LACC.910.RST.1.3 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.
LACC.910.RST.3.7 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.
Common Core Mathematics
MACC.K12.MP.1: Make sense of problems and persevere in solving them.
MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.6: Attend to precision. MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning.
What is the goal of biologists who classify living things?
2013-2014 GENERAL BIOLOGY
LACC.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
Why do scientists classify organisms?
How do evolutionary relationships affect the way scientists classify organisms?
What are the major groups within which organisms are currently classified?
What is the goal of evolutionary classification?
What is a cladogram?
How are DNA sequences used in classification?
What are the six kingdoms of life as they are now identified?
What does the tree of life show?
VOCABULARY VOCABULARY
VOCABULARY
Binomial nomenclature genus systematic taxon family order class phylum kingdom phylogeny clade monophyletic group cladogram derived character domain bacteria archaea eukarya
2013-2014 GENERAL BIOLOGY
ACTIVITIES/RESOURCES ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
Finding Order in Diversity: Student Edition, pp. 510-515 Inquiry 18.8 Quick Lab, p. 512 Study Workbooks A and B, 18.1 Worksheets Spanish Study Workbook, 18.1 Worksheets Lab Manual B, 18.1 Hands-On Activity Worksheet Biology.com Lesson Overview • Lesson Notes • Activity: Art in Motion • Assessment: Self-Test, Lesson Assessment
Modern Evolutionary Classification: Student Edition, pp. 516-522 Study Workbook A and B, 18.2 Worksheets Spanish Study Workbook, 18.2 Worksheets www.biology.com Lesson Overview • Lesson Notes • Activities: InterActive Art, Data Analysis • Assessment: Self-Test, Lesson Assessment
Building the Tree of Life: Student Edition, pp. 523-529 Inquiry 18.3 Analyzing Data, p. 524 Study Workbook A and B, 18.3 Worksheets Spanish Workbook, 18.3 Worksheets Lab Manual B, 18.3 Data Analysis Worksheet
ADDITIONAL INFORMATION
Distinguish Characteristics of Six Kingdoms Example:
6-kingdom booklet (Dow) Dichotomous Key activity Example:
Shoe lab
Using a Dichotomous Key for Invertebrate Phyla (HOT lab)
Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY
UNIT TITLE: Organization & Development of Living Organisms (10 DAYS)
SEMESTER: 2nd GRADING PERIOD: 4th
UNIT ESSENTIAL QUESTION/S:
CONCEPT CONCEPT CONCEPT
Label and Identify Major Parts of Brain
Cardiovascular System
Immune System
Reproductive System
STANDARDS STANDARDS STANDARDS
NGSSS: SC.912.L.14.26 Identify the major parts of the brain on diagrams or models. (LOW) SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system. (MODERATE) HE.912.C.1.8 Analyze strategies for prevention, detection and treatment of communicable and chronic diseases. HE.912.C.1.4 Analyze how heredity and family history can impact personal health. SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines,
Common Core ELA
LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LACC.910.RST.1.3 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.
Common Core Mathematics
MACC.K12.MP.1: Make sense of problems and persevere in solving them. MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning.
Where does processing of information occur in the nervous system?
How does the structures of the circulatory and respiratory systems allow for their close functional relationship?
How does the body fight against invading organisms that may disrupt homeostasis?
2013-2014 GENERAL BIOLOGY and antibiotics. (MODERATE) SC.912.L.16.13* Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. (MODERATE)
LACC.910.RST.3.7 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.
LACC.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
What are the different parts of the brain?
What are the four lobes of the brain?
What are the functions of the circulatory system?
How does the heart pump blood through the body?
What are the three types of blood vessels?
What are the common circulatory diseases?
What are the main functions of the male reproductive system? Female reproductive system?
What important events occur during the later stages of human development?
VOCABULARY VOCABULARY
VOCABULARY
Zygote blastocyst implantation Gastrulation neurolation placenta fetus puberty testis scrotum seminiferous tubules epididymis vas deferens semen ovary
2013-2014 GENERAL BIOLOGY menstrual cycle ovulation myocardium atrium ventricle valve pulmonary circulation systemic circulation artery capillary vein cerebrum cerebral cortex brain stem parietal occipital temporal frontal
ACTIVITIES/RESOURCES ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
The Human Brain: Student Edition, pp 901-905 Study Workbook A 31.2 Worksheets
Cardiovascular System: Student Edition, pp. 948-953 Inquiry 33.1 Quick Lab, p. 951 Study Workbook A 33. 1 Lab Manual A: Tidal Volume and Vital Capacity Student Edition, pp. 1014-1019 Inquiry 35.2 Analyzing Data, p. 1017 Study Workbook A 35.2 Worksheets
Reproductive System: Student Edition, pp. 988-994 Inquiry 34.3 Quick Lab, p 990 Study Workbook A 34.3 worksheets Fertilization and Development: Student Edition, pp. 995-1001 Inquiry 34.4 Quick Lab, p. 1000 Study Workbook A 34.4 Worksheets
ADDITIONAL INFORMATION
Brain Labeling Worksheet
Pinky and the Brain Video - http://youtu.be/snO68aJTOpM
Stimuli Effects on Heart Rate: Sympathetic Stimuli and Coughing (HOT lab) Heart Dissection http://youtu.be/g4LafB-UUZw
Antibodies Virtual Lab - http://www.hhmi.org/biointeractive/vlabs/immunology/
Reproductive System Labeling
Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY
UNIT TITLE: Ecology (20 DAYS) SEMESTER: 2nd GRADING PERIOD: 4th
UNIT ESSENTIAL QUESTION/S:
CONCEPT CONCEPT CONCEPT
Population
Food Webs (trophic levels)
Biogeochemical Cycles (water and carbon)
Climate Change
Loss of Biodiversity
Renewable and Non-renewable Resources
STANDARDS STANDARDS STANDARDS
NGSSS SC.912.L.17.5* Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. (HIGH) SC.912.L.17.9* Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. (MODERATE) SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. (HIGH)
Common Core ELA
LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LACC.910.RST.1.3 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.
LACC.910.RST.3.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and
Common Core Mathematics
MACC.K12.MP.1: Make sense of problems and persevere in solving them. MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.4: Model with mathematics. MACC.K12.MP.5: Use appropriate tools strategically. MACC.K12.MP.6: Attend to precision. MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity
How do Earth’s living and non living parts interact and affect the survival of organisms?
How do abiotic and biotic factors shape ecosystems?
What factors contribute to changes in populations?
How have human activities shaped local and global economy?
2013-2014 GENERAL BIOLOGY SC.912.L.17.4* Describe changes in ecosystems resulting from seasonal variations, climate change and succession. (MODERATE) SC.912.L.17.2* Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. (HIGH) SC.912.L.17.8* Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. (HIGH) SC.912.L.17.11* Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. (HIGH) SC.912.L.17.13* Discuss the need for adequate monitoring of environmental parameters when making policy decisions. (HIGH) SC.912.L.17.20* Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. (HIGH)
translate information expressed visually or mathematically (e.g., in an equation) into words.
LACC.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
in repeated reasoning.
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
What is ecology?
What are biotic and abiotic factors?
What methods are used in ecological studies?
What are primary producers?
How do consumers obtain energy and nutrients?
How does energy flow through ecosystems?
What do the three types of ecological pyramids illustrate?
How does matter move through the biosphere?
2013-2014 GENERAL BIOLOGY
VOCABULARY VOCABULARY
VOCABULARY
Biosphere species community ecology ecosystem biome biotic factor abiotic factor autotroph primary producers photosynthesis chemosynthesis heterotroph consumer carnivore herbivore scavenger omnivore decomposer detritivore tolerance habitat niche resource competitive exclusion principle predation herbivory keystone species symbiosis mutualism parasitism commensalism ecological succession primary succession pioneer species secondary succession photic zone aphotic zone wetland estuary population density age structure immigration emigration exponential growth logistic growth carrying capacity limiting factors density dependent density independent demography
ACTIVITIES/RESOURCES ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
A Changing Landscape: Student Edition, pp. 154-157 Inquiry 6.1 Quick Lab, p. 155 Study Workbook A 6.1 Worksheets Using Resource Wisely: Student Edition, pp. 158-165 Inquiry 6.2 Analyzing Data, p. 164 Study Workbook A 6.2 Worksheets Biodiversity: Student Edition, pp. 166-172 Inquiry 6.3 Analyzing Data, p. 172 Study Workbook A 6.3 Worksheets
How Populations Grow: Student Edition, pp. 130-136 Inquiry 5.1 Analyzing Data, p. 135 Study Workbook A 5.1 Worksheets Limits to Growth: Student Edition, pp. 137-141 Inquiry 5.2 Quick Lab, p. 138 Study Workbook A 5.2 Worksheets 9400110200882803695699Student Edition, pp. 142-145 Study Workbook A 5.3 Worksheets
What is Ecology: Student Edition, pp. 64-68 Inquiry 3.1 Quick Lab, p. 67 Study Workbook A 3.1 Worksheets Energy, Producers, and Consumers Student Edition, pp. 69-72 Inquiry 3.1 Quick Lab, p. 72 Study Workbook A 3.2 Worksheets
2013-2014 GENERAL BIOLOGY Meeting Ecological Challenges: Student Edition, pp. 173-179 Study Workbook A 6.4 Worksheets Lab Manual A Acid Rain and Seeds Oil Eating Bacteria
Lab Manual A: The Growth Cycle of Yeast Niches and Community Interactions: Student Edition, pp. 99-105 Inquiry 4.2 Analyzing Data, p 102 Study Workbook A 4.2 Worksheets Succession: Student Edition, pp. 106-109 Inquiry 4.3 Quick Lab, p. 108 Study Workbook A 4.3 Worksheets Aquatic Ecosystems: Student Edition, pp. 117-121 Study Workbook A 4.5 Worksheets Lab Manual: Abiotic Factors and Plant Selection
Energy Flow in Ecosystems: Student Edition, pp. 73-78 Inquiry 3.3 Analyzing Data, p. 77 Study Workbook A 3.3 Worksheets Cycles of Matter: Student Edition, pp. 79-87 Study Workbook A 3.4 Worksheets Lab Manual A: Effect of Fertilizer on Algae
ADDITIONAL INFORMATION
Limiting Factors (HOT Lab) Designing Food Chains and Food Webs (HOT lab) Dissolved O2 Lab: Dissolved O2 Titration kit or DO2 Sensor. Compare DO2 levels in water samples taken from sites with varying levels of light and/or temp. and compare. Human Impact – Effects of Acid Rain (HOT lab ) Acid Rain Tutorial (from Environmental Protection Agency): http://www.epa.gov/acidrain/education/site_students/acid_anim.html Species Diversity Index Study on Human Impacted areas of campus vs. areas less impacted. http://www.countrysideinfo.co.uk/simpsons.htm
Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.