Biology Curriculum Guide 2016/2017 - greeleyschools.org · o Process (paper plate mitosis, comic...

Revised May 2016

Biology Curriculum Guide

2016/2017

Revised May 2016

2016 - 2017 Biology Unit Outlines

Semester 1

Unit 1 – Ecology

Major Activities:

Biodiversity Experiment (Leaf Bag)

Biome Project

Unit Outline:

A. Introduction to Biology

a. Characteristics of Life

i. Sewer Pods or Sammy Story

b. Scientific Method

i. Practice worksheets

ii. Design an experiment

B. Ecology

a. Biodiversity (Leaf Pack at PLC—booklet included)

i. Biotic/abiotic factors—in booklet

ii. Trophic levels

iii. food webs

iv. energy pyramids – candy toss

b. Populations (included in Biome Project)

Revised May 2016

i. Introduction—hierarchy activity

ii. Richness/evenness-- Bird Island activity

iii. Density dependent/independent factors – Dominos Demo

iv. Population growth curves

v. carrying capacity

c. Communities (included in Biome Project)

i. Interactions (symbiosis, predator/prey, competition, keystone species, etc.)—Soaring Eagle lab

ii. Succession

d. Ecosystems

i. Biome Project—introduce (to be completed at end of semester)

Ecology Common Unit Exam

Unit 2 – Chemistry of Life

Major Activities:

Carbon Experiment (to introduce carbon as macromolecule component)

Enzyme Lab

Unit Outline:

1. Biomolecules

a. Review of basic atom bonds b. Polymers/Subunits

c. Carbohydrates, Protein, Lipids: happy meal lab 2. Enzymes

Revised May 2016

a. pH scale – cabbage juice demo b. Enzyme Lab – Enzymes vs. the Environment Lab

c. Digestive system 3. Cell Transport

a. Cell membrane structure

i. Receptor proteins and drugs b. Passive Transport

i. Carrot lab/potato lab/egg lab ii. Roots, leaves, stems and turgor pressure (water properties)

c. Active Transport i. Pumps, endo/exocytosis

ii. pHet simulations d. Homeostasis – focus

i. ex. Plants and turgor pressure ii. ex. red blood cells in hyper/hypotonic sol.

Assessment Chemistry of Life common assessment

Unit 3, Biogeochemical Cycles and Cellular Energetics

1. Carbon Experiment (continued) – Carbon cycle (radish harvesting project) 2. Biogeochemical Cycles- nitrogen, phosphorous, carbon

A. Photosynthesis a. Chloroplast structure and leaf anatomy

b. Floating leaf disk lab/ elodea lab B. Cell Respiration

a. Mitochondria and leaf anatomy

b. Light/ dark chamber with probes C. Fermentation

a. Yeast balloon Unit 3 Common Unit Exam

Revised May 2016

Semester 2

Unit 4 – Cell Reproduction

Major Activities:

Unit Outline:

1) DNA (DNA Extraction Lab)

Structure (Build a paper model)

Replication

2) Cell Cycle

Phases, and cell cycle regulation (G1, S, G2, M, Cytokinesis)

3) Asexual/Sexual Reproduction

Mitosis

o Process (paper plate mitosis, comic strip) o Purpose (asexual reproduction – exact copies)

Meiosis

o Process (compare/contrast with mitosis) o Purpose (sexual reproduction – male/female gamete production)

o Crossing Over o Non-disjunction

4) Protein Synthesis (Ancient Language Translation, Protein Coloring Activity)

Transcription

Translation

Proteins, and mutation

o “Fruit Loop” Protein creation Lab Unit 4 common Assessment

Revised May 2016

Unit 5--Genetics

Major Activities: Genetic Resolution Essay and Philosophical Chairs

1. Genotype/Phenotype

Genotype/Phenotype Lab

Let’s Make a Baby

Should This Dog Be Called Spot (Quiz)

2. Genetic Engineering Resolution Project (West MYP Unit)

Essay

Philosophical Chairs

3. Probability

Probability Lab (penny flipping)

Punnett Squares

o Monohybrid Cross (Westonia genetics, Sponge Bob genetics)

o Dihybrid Cross (Snake Genetics) 4. Special Case Genetics (Practice Packet)

Co-Dominance

Incomplete Dominance

Sex-Linked Characteristics

5. Pedigrees

Reading

Building

Hardy-Weinberg Equilibrium (optional)

Unit 5 Genetics Common Exam

Revised May 2016

Unit 6 – Evolution

Major Activities:

Evidence for Evolution Stations

Unit Outline:

1) Genetic Variation

Mutations (Monstrous Mutations, Mutation Appreciation)

Five forces of evolution, natural selection, mutation, genetic drift (in small populations), gene flow

(immigration emigration), nonrandom reproduction.

Effects on population

2) Natural Selection (Peppered Moth Lab, Wolves and Bunnies)

3) Artificial Selection (Cosmos Video “Samurai Crabs”)

4) Evidence for evolution (Evidence for Evolution Concept Map)

Anatomical Evidence (Skull Lab)

o Homologous Structures o Analogous Structures

o Vestigial Structures

Biochemical Evidence (Gorilla Lab)

Fossils

Relative Dating

5) Microevolution (genetic drift, natural selection) (Immunity and Drug Resistance)

6) Co-Evolution (PBS video “Evolutionary Arms Race”)

7) Speciation (Salamander Speciation Lab)

Revised May 2016

Gradual Equilibrium

Punctuated Equilibrium

8) Cladograms

9) Human Evolution (Neanderthal the Rebirth Video)

Unit 6 Evolution Common Unit Exam

Revised May 2016

Ecology Unit (6 Weeks)

Standard Life Science Standard 2

Graduate Competence Explain and illustrate with examples how living systems interact with the biotic and abiotic environment

Grade Level Expectation 1. Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem

Big Idea Ecology

End of unit Performance Task Common Unit

Student Outcomes Priority Student Outcomes

Nature of Science Literacy Standards Focus

Writing Standard Focus

Reading/writing

Focus Cross Content Connection

a. Analyze how energy flows through trophic levels (DOK 1-2) b. Evaluate the potential ecological impacts of a plant-based or meat-based diet (DOK 2) c. Analyze and interpret data from experiments on ecosystems where matter such as fertilizer has been added or withdrawn such as through drought (DOK 1-3) d. Develop, communicate, and justify an evidence-based scientific explanation showing how ecosystems follow the laws of conservation of matter and energy (DOK 1-3) e. Define and distinguish between matter and energy, and how they are cycled or lost through life processes (DOK 1-2) f. Describe how carbon, nitrogen, phosphorus, and water cycles work (DOK 1) g. Use computer simulations to analyze how energy flows through trophic levels (DOK 1-2)

e. Define and distinguish between matter and energy, and how they are cycled or lost through life processes (DOK 1-2) f. Describe how carbon, nitrogen, phosphorus, and water cycles work (DOK 1) g. Use computer simulations to analyze how energy flows through trophic levels (DOK 1-2) 3. Design ecological experiments in a closed system. (DOK 2-4)

1. Address differences between experiments where variables can be controlled and those where extensive observations on a highly variable natural system are necessary to determine what is happening – such as dead zones in the Gulf of Mexico. 2. Share experimental data, and respectfully discuss conflicting results emulating the practice of scientists. (DOK 2-3) 3. Design ecological experiments in a closed system. (DOK 2-4)

RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). 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.

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.

Revised May 2016

Ecology Unit (6 Weeks)


Graduate Competence Explain and illustrate with examples how living systems interact with the biotic and abiotic environment

Grade Level Expectation 2. The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an

ecosystem

Big Idea Ecology End of unit Performance Task Common Unit Student Outcomes Priority Student

Outcomes Nature of Science

Literacy Standards Focus


Reading/writing Focus Cross Content Connection

a. Analyze and interpret data about

the impact of removing keystone species from an ecosystem or introducing non-native species into

an ecosystem (DOK 1-3) b. Describe or evaluate communities in terms of primary

and secondary succession as they progress over time (DOK 1-2) c. Evaluate data and assumptions

regarding different scenarios for future human population growth and their projected consequences

(DOK 1-3) d. Examine, evaluate, question, and ethically use information from a

variety of sources and media to investigate ecosystem interactions (DOK 1-2)

a. Analyze and interpret

data about the impact of removing keystone species from an

ecosystem or introducing non-native species into an ecosystem (DOK 1-3)

b. Describe or evaluate communities in terms of primary and secondary succession as they

progress over time (DOK 1-2) 1. Critically evaluate

scientific explanations in popular media to determine if the research methodology

and evidence presented are appropriate and sufficient to support the claims. (DOK 2-3)

1. Critically

evaluate scientific explanations in popular media to

determine if the research methodology and evidence

presented are appropriate and sufficient to support the

claims. (DOK 2-3)

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. 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.

WHST.9-10.4

Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and

audience.

Revised May 2016

Greeley-Evans School District 6 Grade: 10th Biology Curriculum Guide

Unit 1: Ecology Timeline: 6 Weeks

Standard: Life Science Standard 2

Grade Level Expectation: 1. Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem

2. The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem.

Student Outcomes: GLE 1: a. Analyze how energy flows through trophic levels (DOK 1-2)

b. Evaluate the potential ecological impacts of a plant-based or meat-based diet (DOK 2) c. Analyze and interpret data from experiments on ecosystems where

matter such as fertil izer has been added or withdrawn such as through drought (DOK 1-3) d. Develop, communicate, and justify an evidence-based scientific explanation showing how ecosystems follow the laws of conservation of

matter and energy (DOK 1-3) g. Use computer simulations to analyze how energy flows through trophic levels (DOK 1-2) GLE 2: a. Analyze and interpret data about the impact of removing keystone

species from an ecosystem or introducing non-native species into an ecosystem (DOK 1-3) b. Describe or evaluate communities in terms of primary and secondary

succession as they progress over time (DOK 1-2) c. Evaluate data and assumptions regarding different scenarios for future human population growth and their projected consequences (DOK 1-3) d. Examine, evaluate, question, and ethically use information from a variety

of sources and media to investigate ecosystem interactions DOK 1-2

Instruction: 1. Introduction to Biology

a. Characteristics of Life/Scientific Method i . Sewer Pods or Sammy Story

2. Ecology

a. Biodiversity in a Leaf Pack (at PLC—booklet included)

i . Biotic/abiotic factors—in booklet

i i . Trophic levels, food webs, energy pyramids—in

booklet, videos, other activities

b. Populations (included in Biome Project)

i . Introduction—hierarchy activity

i i . Richness/evenness-- Bird Island activity

i i i . Density dependent/independent factors

iv. Growth curves, carrying capacity

c. Communities (included in Biome Project)

i . Interactions (symbiosis, predator/prey,

competition, keystone species, etc.)—Soaring Eagle

lab

i i . Succession 3. Ecosystems

a. Biome Project

Inquiry Questions: 1. How does a change in abiotic factors influence

the stability or progression of an ecosystem?

2. What happens when the cycling of matter in ecosystems is disrupted?

Vocabulary: Ecosystem Biomes Biosphere

Succession Population

Assessments: Unit 1 October 7th

Common Unit Exam Ecology

Classroom summative and/or formative

assessment

Revised May 2016

3. What energy transformations occur in ecosystems?

4. How do keystone species maintain balance in ecosystems?

5. How does the introduction of a non-native species influence the balance of an ecosystem?

6. How is the succession of local organisms

altered in an area that is disturbed or destroyed?

7. What would be the possible consequences for an increase in human population for the

planet? 8. In terms of carbon, explain how autotrophic

and heterotrophic organisms are l inked in terms of the food chain.

Limiting factors Growth Habitat Community

Abiotic Biotic Density dependent/ independent factors

Biodiversity Producer Consumer Food web

Decomposer Energy pyramid Autotroph Heterotroph

Co-evolution Symbiosis Predation

Optional Performance Based

Assessments

Science Resources: Literacy Resources:

Revised May 2016

Chemistry of Life Unit (6 Weeks)


Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection

Grade Level Expectation 3. Cellular metabolic activities are carried out by biomolecules produced by organisms

Big Idea Chemistry of Life



Nature of Science

Literacy Standards Focus



a. Identify biomolecules and their

precursors/building blocks (DOK 1) b. Develop, communicate, and justify an evidence-based

explanation that biomolecules follow the same rules of chemistry as any other molecule (DOK 1-3)

c. Develop, communicate, and justify an evidence-based explanation regarding the optimal

conditions required for enzyme activity (DOK 1-3)

d. Infer the consequences to organisms of suboptimal enzyme function – such as altered blood pH or high fever – using direct and

indirect evidence (DOK 1-3) e. Analyze and interpret data on the body’s util ization of carbohydrates,

l ipids, and proteins (DOK 1-2)

a. Identify biomolecules and their precursors/building blocks (DOK 1) c. Develop, communicate, and justify an evidence-based explanation regarding the optimal conditions required for enzyme activity (DOK 1-3) d. Infer the consequences to organisms of suboptimal enzyme function – such as altered blood pH or high fever – using direct and indirect evidence (DOK 1-3) e. Analyze and interpret data on the body’s util ization of carbohydrates, l ipids, and proteins (DOK 1-2)

1. Critically

evaluate scientific explanations in popular media to determine if the

research methodology and evidence

presented are appropriate and sufficient to support the claims.

(DOK 2-3)

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.

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.

WHST.9-10.2 Write

informative/explanatory texts , including the

narration of historical

events, scientific procedures/ experiments,

or technical processes. 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 a iding

comprehension.

b. Develop the

topic with well-chosen, relevant, and sufficient

facts , extended definitions, concrete deta ils, quotations, or other information and

examples appropriate to

Revised May 2016

the audience’s knowledge of the topic.

c. Use varied trans itions and sentence

s tructures to l ink the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-

specific vocabulary to manage the complexity of the topic and convey a s tyle appropriate to the

discipline and context as wel l as to the expertise of l ikely readers.

e. Establish and

maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are wri ting.

Provide a concluding s tatement or section that

fol lows from and supports the information or explanation presented (e.g., articulating

implications or the s ignificance of the topic).

Revised May 2016

Chemistry of Life Unit (6 Weeks)



Grade Level Expectation 5. Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular

environments

Big Idea Cell Energetics






a. Analyze and interpret data to determine the energy

requirements and/or rates of substance transport across cell membranes (DOK 1-2)

b. Compare organisms that l ive in freshwater and marine environments, and identify the

challenges of osmotic regulation for these organisms (DOK 2) c. Diagram the cell membrane

schematically, and highlight receptor proteins as targets of hormones, neurotransmitters, or drugs that serve as active l inks

between intra and extracellular environments (DOK 1)

d. Use tools to gather, view, analyze, and interpret data produced during scientific investigations that involve passive

and active transport (DOK 1-2)

b. Compare organisms that l ive in freshwater and

marine environments, and identify the challenges of osmotic regulation for these organisms (DOK 2)

d. Use tools to gather, view, analyze, and

interpret data produced during scientific investigations that involve passive and active

transport (DOK 1-2)

1. Ask testable questions

and make a falsifiable hypothesis about how cells transport materials

into and out of the cell and use an inquiry approach to find the answer. (DOK 1-4)

1. Ask testable questions and make a

falsifiable hypothesis about how cells transport materials into and out of the cell

and use an inquiry approach to find the answer. (DOK 1-4)

2. Share experimental data, and respectfully discuss conflicting

results emulating the practice of scientists. (DOK 2-3)

3. Recognize and describe the ethical traditions of science:

value peer review; truthful reporting of methods and outcomes; making

work public; and sharing a lens of

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.

RST.9-10.9 Compare and contrast findings

presented in a text to those from other sources (including their

own experiments), noting when the

WHST.9-10.1

Write arguments focused on discipline-

specific content. a . Introduce

precise claim(s), dis tinguish the

cla im(s) from a l ternate or opposing

cla ims, and create an organization that establishes clear relationships among the claim(s), counterclaims,

reasons, and evidence.

b. Develop

cla im(s) and counterclaims fairly,

supplying data and evidence for each whi le pointing out the s trengths and

l imitations of both cla im(s) and

counterclaims in a discipline-appropriate form and in a manner

Revised May 2016

e. Use computer simulations and

models to analyze cell transport mechanisms (DOK 1-2)

professional skepticism

when reviewing the work of others.

findings support or

contradict previous explanations or accounts.

that anticipates the audience’s knowledge

level and concerns. c. Use words,

phrases, and clauses to l ink the major sections of the text, create cohesion, and clari fy the relationships between

cla im(s) and reasons, between reasons and

evidence, and between claim(s) and counterclaims.

d. Establish and

maintain a formal s tyle and objective tone while attending

to the norms and conventions of the

discipline in which they are wri ting.

Provide a concluding s tatement or section that follows from or supports the argument

presented

Revised May 2016


Unit 2: Chemistry of Life Timeline: 6 weeks


Grade Level Expectation: 3. Cellular metabolic activities are carried out by biomolecules produced by organisms

5. Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular environments

6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing e xternal environments

Student Outcomes: GLE 3: a. Identify biomolecules and their precursors/building blocks (DOK 1) b. Develop, communicate, and justify an evidence-based explanation that biomolecules follow the same rules of chemistry as any other molecule

c. Develop, communicate, and justify an evidence-based explanation regarding the optimal conditions required for enzyme activity (DOK 1-3) d. Infer the consequences to organisms of suboptimal enzyme function – such as altered blood pH or high fever – using direct and indirect evidence

(DOK 1-3) e. Analyze and interpret data on the body’s util ization of carbohydrates, l ipids, and proteins (DOK 1-2) GLE 5: a. Analyze and interpret data to determine the energy requirements and/or

rates of substance transport across cell membranes (DOK 1-2) b. Compare organisms that l ive in freshwater and marine environments, and identify the challenges of osmotic regulation for these organisms (DOK 2) c. Diagram the cell membrane schematically, and highlight receptor

proteins as targets of hormones, neurotransmitters, or drugs that serve as active l inks between intra and extracellular environments (DOK 1) d. Use tools to gather, view, analyze, and interpret data produced during

scientific investigations that involve passive and active transport (DOK 1-2) e. Use computer simulations and models to analyze cell transport mechanisms (DOK 1-2)

GLE 6: a. Discuss how two or more body systems interact to promote health for the whole organism (DOK 1-2)

Instruction: 1. Cell Transport a. Cell membrane structure i . Receptor proteins and drugs

b. Passive Transport i . Carrot lab/potato lab/egg lab i i . Roots, leaves, stems and turgor pressure (water

properties) c. Active Transport i . Pumps, endo/exocytosis i i . pHet

d. Osmoregulation (homeostasis – focus) i . Salt vs. fresh water

2. Biomolecules

a. Review of basic atom bonds b. Carbohydrates, Protein, Lipids: happy meal lab

3. Enzymes a. pH scale – cabbage juice demo b. Enzyme Lab – spit Lab c. Digestive system

Revised May 2016

b. Analyze and interpret data on homeostatic mechanisms using direct and indirect evidence to develop and support claims about the effectiveness of feedback loops to maintain homeostasis (DOK 1-2) c. Distinguish between causation and correlation in epidemi ological data,

such as examining scientifically valid evidence regarding disrupted homeostasis in particular diseases (DOK 2) d. Use computer simulations and models of homeostatic mechanisms (DOK

1-2)

Inquiry Questions: 1. What energy transformations occur in

cells? 2. How is carbon cycled through living

organisms?

3. What variables can be manipulated to change the rate of photosynthesis?

4. What variables affect the rate of cell

respiration? 5. What variables affect the rate of

transport across a membrane? 6. Why is it important that cell

membranes are selectively permeable? 7. How are rates of enzyme activity in cells

affected by various factors such as pH or temperature?

8. How does one know that enzymes speed up chemical reactions?

9. What are the building blocks of each

biomolecule, and how is each digested and utilized within a living organism?

Vocabulary: Enzyme Denature Protein Carbohydrate

Lipid Nucleic Acid Digestion

Acid Base pH Buffer

Osmosis Diffusion Lipid Bilayer Active/Passive Transport

Endo/Exocytosis

Assessments: Unit 2 November 21st Biochemistry Common Unit Assessment Performance Based Assessments: Energy and Enzymes (optional)


Revised May 2016

Biogeochemical Cycles and Cell Energetics Unit (6 Weeks)



Grade Level Expectation 4. The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun’s light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken.

Big Idea Cell Energetics

End of unit Performance Task Common Unit Student Outcomes Priority Student

Outcomes Nature of Science Literacy

Standards Focus Writing Standard Focus


a. Develop, communicate, and justify an evidence-based scientific explanation the optimal

environment for photosynthetic activity (DOK 1-3) b. Discuss the interdependence of

autotrophic and heterotrophic l ife forms such as depicting the flow of a carbon atom from the

atmosphere, to a leaf, through the food chain, and back to the atmosphere (DOK 1-2)

c. Explain how carbon compounds are gradually oxidized to provide energy in the form of adenosine

triphosphate (ATP), which drives many chemical reactions in the cell (DOK 1-2)

b. Discuss the interdependence of autotrophic and

heterotrophic l ife forms such as depicting the flow of a carbon atom from the atmosphere, to

a leaf, through the food chain, and back to the atmosphere (DOK 1-2)

1. Recognize that the current understanding of

photosynthesis and cellular respiration has developed over time and become more

sophisticated as new technologies have led to new evidence. (DOK 1)

1. Recognize that the current understanding of

photosynthesis and cellular respiration has developed over time and become

more sophisticated as new technologies have led to new

evidence. (DOK 1) 2. Critically evaluate models for

photosynthesis and cellular respiration, and identify their

strengths and weaknesses. (DOK 2-3)

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. 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.

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.

Revised May 2016


Unit 3: Biogeochemical Cycles and Cellular Energetics Timeline: 6 weeks


Grade Level Expectation: 1. Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem

4. The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun’s light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken.

Student Outcomes: GLE 1: c. Analyze and interpret data from experiments on ecosystems where matter such as fertil izer has been added or withdrawn such as through

drought (DOK 1-3) e. Define and distinguish between matter and energy, and how they are cycled or lost through life processes (DOK 1-2) f. Describe how carbon, nitrogen, phosphorus, and water cycles work

(DOK1) GLE 4: a. Develop, communicate, and justify an evidence-based scientific explanation the optimal environment for photosynthetic activity (DOK 1-3)

b. Discuss the interdependence of autotrophic and heterotrophic l ife forms such as depicting the flow of a carbon atom from the atmosphere, to a leaf, through the food chain, and back to the atmosphere (DOK 1-2)

c. Explain how carbon compounds are gradually oxidized to provide energy in the form of adenosine triphosphate (ATP), which drives many chemical reactions in the cell (DOK 1-2)

Instruction: 1. Carbon Book – Carbon cycle

a. Photosynthesis

i . Chloroplast structure and leaf anatomy i i . Floating leaf disk lab/ elodea lab

b. Cell Respiration

i . Mitochondria and leaf anatomy i i . Light/ dark chamber with probes

c. Fermentation i . Yeast balloons

2. Nitrogen Cycle 3. Phosphorous Cycle 4. Water Cycle

Inquiry Questions: 1. What energy transformations occur in

cells? 2. How is carbon cycled through living organisms?

3. What variables can be manipulated to

change the rate of photosynthesis? 4. What variables affect the rate of cell respiration?

Vocabulary: Anaerobic

Aerobic Fermentation Glycolysis Mitochondria

Chloroplast/Chlorophyll

Assessments: Unit 3 December 21st FINAL EXAM December 21st Cycles and Energetics Common Unit Exam Performance Based Assessments: Energy and

Enzymes (optional)

Revised May 2016

5. Why is it important that cell membranes are selectively permeable?


Revised May 2016

Cell Respiration Unit (6 Weeks)


Graduate Competence Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment

Grade Level Expectation 7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins

Big Idea Genetics

End of unit Performance Task Common Unit Student Outcomes Priority Student Outcomes Nature of Science Literacy

Standards Focus



a. Analyze and interpret data that genes

are expressed portions of DNA (DOK 1-2) b. Analyze and interpret data on the

processes of DNA replication, transcription, translation, and gene regulation, and show how these processes are the same in all organisms

(DOK 1-2) c. Recognize that proteins carry out most cell activities and mediate the effect of

genes on physical and behavioral traits in an organism (DOK 1)

d. Evaluate data showing that offspring are not clones of their parents or siblings due to the meiotic processes of independent assortment of

chromosomes, crossing over, and mutations (DOK 1-2)

e. Explain using examples how genetic mutations can benefit, harm, or have neutral effects on an organism (DOK 1-2)

d. Evaluate data showing that offspring are not clones of their parents or siblings due to the meiotic processes of independent assortment of chromosomes, crossing over, and mutations (DOK 1-2) e. Explain using examples how genetic mutations can benefit, harm, or have neutral effects on an organism (DOK 1-2) 1. Recognizing that research on genetically modified organisms is done in university laboratories and seed companies, discuss the implications of different types of funding and the ethical traditions of science: value peer review; truthful reporting of methods and outcomes; making work public; and sharing a lens of professional skepticism when reviewing the work of others. (DOK1-2)

1. Recognizing that

research on genetically modified organisms is done in university laboratories

and seed companies, discuss the implications of different types of funding and the ethical traditions of

science: value peer review; truthful reporting of methods and outcomes; making work public; and

sharing a lens of professional skepticism when reviewing the work of

others. (DOK1-2) 2. Understand that scientists work from the

assumption that the universe is a single system in which the basic rules are

the same everywhere – that basic principles for genetics apply to all organisms. (DOK 1)

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.

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

WHST.9-

10.9 Draw evidence

from informational texts to support

analysis, reflection, and research.

Revised May 2016


Unit 4: Cell Reproduction Timeline: 6 weeks


Grade Level Expectation: 7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which en code instructions for

the production of proteins 8. Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome.

Student Outcomes: GLE 7: a. Analyze and interpret data that genes are expressed portions of DNA. (DOK 1-2)

b. Analyze and interpret data on the processes of DNA replication, transcription, translation, and gene regulation, and show how these processes are the same in all organisms (DOK 1-2) c. Recognize that proteins carry out most cell activities and mediate the

effect of genes on physical and behavioral traits in an organism (DOK 1) d. Evaluate data showing that offspring are not clones of their parents or siblings due to the meiotic processes of independent assortment of

chromosomes, crossing over, and mutations (DOK 1-2) e. Explain using examples how genetic mutations can benefit, harm, or have neutral effects on an organism (DOK 1-2)

GLE 8: a. Develop, communicate, and justify an evidence-based scientific explanation of how cells form specialized tissues due to the expression of some genes and not others (DOK 1-3)

b. Analyze and interpret data that show most eukaryotic deoxyribonucleic acid (DNA) does not actively code for proteins within cells (DOK 1-2) c. Develop, communicate, and justify an evidence-based scientific

explanation for how a whole organism can be cloned from a differentiated – or adult – cell (DOK 1-3) d. Analyze and interpret data on medical problems using direct and indirect evidence in developing and

supporting claims that genetic mutations and cancer

Instruction: DNA (DNA Extraction Lab)

Structure (Build a paper model)

Replication Cell Cycle

Phases

Controls Asexual/Sexual Reproduction

Mitosis o Process (paper plate mitosis, comic strip) o Purpose

Meiosis o Process (compare/contrast with mitosis) o Purpose o Crossing Over

o Non-disjunction Protein Synthesis (Ancient Language Translation, Protein Coloring Activity)

Transcription

Translation Proteins

Revised May 2016

are brought about by exposure to environmental toxins, radiation, or smoking

Inquiry Questions: 1. Why is it possible to clone a whole

organism from an undifferentiated cell?

2. Why are stem cells sought by researchers as potential cures to medical problems?

3. How are DNA molecules replicated in all

organisms? 4. Why is it possible for a cell from one species to express genes from another species as in genetic modification of

organisms?

Vocabulary: Cloning Stem cells

Karyotype Protein synthesis DNA Diploid

Binary fission Mitosis Meiosis PMAT

Chromosome Chromatin Chromatid

Gamete

Assessments: Unit 4 February 21st Cell Reproduction Common Unit Assessment


Revised May 2016

Genetic Unit (6 Weeks)


Graduate Competence Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment

Grade Level Expectation 8. Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome.

Big Idea Genetics

End of unit Performance Task Common Unit Student Outcomes Priority Student Outcomes Nature of Science Literacy

Standards Focus



a. Develop, communicate, and justify an evidence-based scientific explanation of how cells form specialized tissues due to the expression of some genes and not others (DOK 1-3) b. Analyze and interpret data that show most eukaryotic deoxyribonucleic acid (DNA) does not actively code for proteins within cells (DOK 1-2) c. Develop, communicate, and justify an evidence-based scientific explanation for how a whole organism can be cloned from a differentiated – or adult – cell (DOK 1-3) d. Analyze and interpret data on medical problems using direct and indirect evidence in developing and supporting claims that genetic mutations and cancer are brought about by exposure to environmental toxins, radiation, or smoking

a. Develop, communicate, and justify an evidence-based scientific explanation of

how cells form specialized tissues due to

the expression of some genes and not

others (DOK 1-3)

c. Develop, communicate, and justify an evidence-based scientific explanation for

how a whole organism can be cloned

from a differentiated – or adult – cell

(DOK 1-3)

d. Analyze and interpret data on medical problems using direct and indirect

evidence in developing and supporting

claims that genetic mutations and

cancer are brought about by exposure to

environmental toxins, radiation, or

smoking

1. Debate the advantages and

disadvantages of bioengineering –

cloning or genetically modifying –

organisms in the food supply. (DOK 2-3)

2. Science is influenced by the cultural

norms of a society. Discuss the ethical

and political issues associated with stem

cell research and how these have

impacted both the research done and its

applications. (DOK 1-3)

1. Debate the advantages and disadvantages of bioengineering – cloning

or genetically modifying – organisms in the food supply. (DOK 2-3)

2. Science is influenced by the cultural norms of a society. Discuss the

ethical and political issues associated with stem cell research and how these have

impacted both the research done and its applications. (DOK 1-3)

3. Debate the ethical and political issues associated with stem

cell research and how these affect research. (DOK 2-3)

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. 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.

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.

Revised May 2016


Unit 5: Genetics Timeline: 6 weeks


Grade Level Expectation: 7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the

production of proteins 8. Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome.

Student Outcomes: GLE 7: a. Analyze and interpret data that genes are expressed portions of DNA. (DOK 1-2)

b. Analyze and interpret data on the processes of DNA replication, transcription, translation, and gene regulation, and show how these processes are the same in all organisms (DOK 1-2) c. Recognize that proteins carry out most cell activities and mediate the

effect of genes on physical and behavioral traits in an organism (DOK 1) d. Evaluate data showing that offspring are not clones of their parents or siblings due to the meiotic processes of independent assortment of

chromosomes, crossing over, and mutations (DOK 1-2) e. Explain using examples how genetic mutations can benefit, harm, or have neutral effects on an organism (DOK 1-2)

GLE 8: a. Develop, communicate, and justify an evidence-based scientific explanation of how cells form specialized tissues due to the expression of some genes and not others (DOK 1-3)

b. Analyze and interpret data that show most eukaryotic deoxyribonucleic acid (DNA) does not actively code for proteins within cells (DOK 1-2) c. Develop, communicate, and justify an evidence-based scientific explanation for how a whole organism can be cloned from a differentiated – or adult – cell (DOK 1-3)

Instruction: Genotype/Phenotype (Genotype/Phenotype Lab, Let’s Make a Baby, Should This Dog Be Called Spot) Genetic Engineering Resolution Project

Essay

Philosophical Chairs Probability (Probability Lab)

Punnett Squares o Monohybrid Cross (Westonia genetics, Sponge Bob genetics) o Dihybrid Cross (Snake Genetics)

Special Case Genetics (Practice Packet)

Co-Dominance

Incomplete Dominance Sex-Linked Characteristics

Genetics PBA Pedigrees

Reading

Building Genetic Disorders

Jigsaw – expert groups on various genetic disorders

Revised May 2016

d. Analyze and interpret data on medical problems using direct and indirect evidence in developing and supporting claims that genetic mutations and cancer are brought about by exposure to environmental toxins, radiation, or smoking

1. Inquiry Questions: Why are human

offspring not genetic clones of their parents or siblings?

Vocabulary: Genes Probability Alleles

Genotype Phenotype Dominant Recessive

Co-dominant Incomplete dominant Multiple alleles

Sex-linkage Pedigree Punnett square Genetic engineering

Gel electrophoresis Polymerase chain reaction

Assessments: Unit 5 April 14th Genetics common unit exam Classroom summative and formative assessments Optional Genetics Performance Based Assessment


Revised May 2016

Evolution Unit (6 Weeks)


Graduate Competence Explain how biological evolution accounts for the unity and diversity of living organisms

Grade Level Expectation 9. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment

Big Idea Evolution






a. Develop, communicate, and justify an evidence-based scientific explanation for how Earth’s diverse

l ife forms today evolved from common ancestors (DOK 1-3)

b. Analyze and interpret multiple l ines of evidence supporting the idea that all species are related by common ancestry such as molecular

studies, comparative anatomy, biogeography, fossil record and embryology (DOK 2-3)

c. Analyze and interpret data suggesting that over geologic time, discrete bursts of rapid genetic

changes and gradual changes have resulted in speciation (DOK 1-3) d. Analyze and interpret data on

how evolution can be driven by three key components of natural selection – heritability, genetic

variation, and differential survival and reproduction (DOK 1-3)

b. Analyze and interpret multiple l ines of evidence supporting the

idea that all species are related by common ancestry such as

molecular studies, comparative anatomy, biogeography, fossil record and embryology

(DOK 2-3)

d. Analyze and interpret

data on how evolution can be driven by three key components of

natural selection – heritability, genetic variation, and differential survival and

reproduction (DOK 1-3) e. Generate a model – an evolutionary tree –

showing how a group of organisms is most l ikely diverged from common

ancestry (DOK 2-3)

1. Understand that all scientific knowledge is subject

to new findings and that reproducible, corroborated, and

converging lines of data yield a scientific theory. (DOK 1)

2. Differentiate among the use of the terms “hypothesis,” “theory,” and “law”

as they are defined and used in science compared to the

usage of these terms in other disciplines or everyday use. (DOK 1-2)

RST.9-10.5 Analyze the structure of the

relationships among concepts in a text, including

relationships among key terms (e.g., force, friction, reaction

force, energy). 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.

WHST.9-10.1 Write arguments focused on

discipline-specific content. e. 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.

f. Develop claim(s)

and counterclaims fairly, supplying data and evidence

for each while pointing out the strengths and limitations of both

Revised May 2016

e. Generate a model – an

evolutionary tree – showing how a group of organisms is most l ikely diverged from common ancestry (DOK 2-3)

2. Differentiate among

the use of the terms “hypothesis,” “theory,” and “law” as they are defined and used in

science compared to the usage of these terms in other disciplines or everyday use. (DOK 1-2)

claim(s) and

counterclaims in a discipline-appropriate form and in a manner

that anticipates the audience’s knowledge level and concerns.

g. Use words,

phrases, and

clauses to l ink the major sections of the text, create cohesion, and

clarify the relationships between claim(s)

and reasons, between reasons and evidence, and between claim(s)

and counterclaims. h. Establish

and maintain a formal style and

objective tone while attending to the norms and

conventions of the discipline in which they are writing.

Provide a concluding

statement or section that follows from or supports the argument presented.

Revised May 2016


Unit 6: Evolution Timeline: 6 weeks


Grade Level Expectation: 7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for

the production of proteins 9. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment

Student Outcomes: GLE 7:

e. Explain using examples how genetic mutations can benefit, harm, or have neutral effects on an organism (DOK 1-2)

GLE 9: a. Develop, communicate, and justify an evidence-based scientific explanation for how Earth’s diverse l ife forms today evolved from common ancestors (DOK 1-3)

b. Analyze and interpret multiple l ines of evidence supporting the idea that all species are related by common ancestry such as molecular studies, comparative anatomy, biogeography, fossil record and embryology (DOK 2-3)

c. Analyze and interpret data suggesting that over geologic time, discrete bursts of rapid genetic changes and gradual changes have resulted in speciation (DOK 1-3)

d. Analyze and interpret data on how evolution can be driven by three key components of natural selection – heritability, genetic variation, and differential survival and reproduction (DOK 1-3) e. Generate a model – an evolutionary tree – showing how a group of

organisms is most l ikely diverged from common ancestry (DOK 2-3)

Instruction: Genetic Variation

Mutations (Monstrous Mutations, Mutation Appreciation)

Effects on population

Natural Selection (Peppered Moth Lab, Wolves and Bunnies) Artificial Selection (Cosmos Video “Samurai Crabs”)

Immunity and Drug Resistance (microevolution)

Disease Project

Evidence for evolution (Evidence for Evolution Concept Map) Anatomical Evidence (Skull Lab)

o Homologous Structures

o Analogous Structures o Vestigial Structures

Biochemical Evidence (Goril la Lab)

Fossils

Microevolution

Co-Evolution (PBS video “Evolutionary Arms Race”) Speciation (Salamander Speciation Lab)

Gradual Equilibrium

Punctuated Equilibrium

Cladograms

Evolution (Cladogram) PBA

Human Evolution (Neanderthal the Rebirth Video)

Revised May 2016

Population Genetics (Beans and Bunnies) Hardy-Weinberg

Genetic Drift

Migration

Sexual Selection

Inquiry Questions: 1. How can a mutation cause change in a

population? 2. How do subtle differences among closely-related fossil species provide evidence of environmental change and speciation?

3. How does studying extinct species contribute to our current understanding of evolution? 4. How can patterns of characteristics shared

among organisms be used to categorize l ife's diversity according to relatedness?

Vocabulary: Evolution

Darwinism Natural/Artificial selection Adaptation Geographic Isolation

Reproductive Isolation Speciation Population

mutation Gene flow Genetic drift

Assessments: Unit 6 May 25th

FINAL EXAM May 25th Evolution Common Unit Assessment Evolution/Cladogram Performance Based

Assessment (optional)


Biology Curriculum Guide 2016/2017 - greeleyschools.org · o Process (paper plate mitosis, comic...

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