BIOLOGY

Sebastian Oddone District Supervisor

PresentersMercy Aycart

Jill BartleyMaggie Gonzalez

Yoly McCarthy

Summer PDJune 2012Quarter 2

NORMS

•We are all learners today working towards same goals•We share discussion time•We are respectful of each other•We turn off all electronic devices•Place all comments in parking lot•It’s all about us!

YEAR AT A GLANCE

TOPIC X: Taxonomy

FAIR GAME PRINCIPLE: Middle School Benchmarks

WHAT YOU NEED TO KNOW….

• You need to know the distinguishing characteristics of the domains and kingdoms of living organisms. 

• You need to know how organisms are classified based on evolutionary relationships.

• You need to explain the reasons for changes in how organisms are classified.

ENGAGE ACTIVITY: CLASSIFICATION OF FRUITS

How will fruits be classified according to observable characteristics?

Hypothesize as to how scientists might use different criteria to classify fruits.

Purpose: • This activity is to get the

students to start thinking about classification. Fruits are not the focus of this unit, but they are large scale enough to make a point of how criteria are used to sort objects into groups. Procedure:

• In student teams, have students group the cards into as few as 2 groups or as many as 9 groups. However many groups they make, be sure that all of the fruits in each category meet the requirements set by the grouping rules.

• When complete, have your students give your groups descriptive names and then complete the Reasoning section of the activity.

1. How many different groups did your team make?2. How did you go about grouping your fruits?3. How many different ways did your team group

the fruits before deciding on your final grouping rules?

WHAT IS A CLADOGRAM?

• Evolutionary relationships of a group of organisms• Each clade (group) share something in common• Ancestral traits are the oldest• Derived traits evolved later

CONSTRUCTING A CLADOGRAM

4 limbsFurLoss of tail

4 limbsFurTail 4 limbs

FurLoss of tail

4 limbsTail

Tail

1. List the characteristics of selected organisms

2. Separate into clades (groups) based on characteristics

Characteristics for Constructing Cladograms

4 Limbs Fur TailFish 0 0 1

Lizard 1 0 1Tiger 1 1 1

Gorilla 1 1 0Chimpanzee 1 1 0

• Tail is the most ancestral

• 4 limbs is the oldest derived characteristic

• Fur is a later derived characteristic

• Loss of tail is the most derived characteristic

1. Which organisms have fur and mammary glands?2. Which organisms have jaws?3. Which shared a common ancestor most recently –

a mouse and lizard or a mouse and a perch?

Phylogenetic Tree

• evolutionary interrelationships among different species that are believed to have a common ancestor

• a form of a cladogram • each node with

descendants represents the most recent common ancestor of the descendants

• edge lengths correspond to time estimates

Which of the following species have the greatest genetic similarity?A. Felis catus and Mephitis mephitisB. Lutra lutra and Canis familarisC. Mephitis mephitis and Lutra lutra

Which species would have the greatest genetic difference from Canis lupus?A. Panthera

pardusB. Lutra lutraC. Canis latrans

CLADISTICSLAB: Baggie Cladistics

Website: http://www.indiana.edu/~ensiweb/lessons/clad.bag.html

Procedure:1. Cut apart the eight organism cards [page 3].2. Examine the organisms on the cards. Pay attention to the description

of the organisms.3. Select the two most similar organisms and put their cards together

in one baggie.4. Then select the organism which is most like the ones you chose in

step #3. Place that organism card in a second baggie.Place the first baggie, with its two organisms into the second baggie. The result looks a bit like this:

Procedure (cont.):

5. Continue the process. Select the next most similar organism. Place its card in a fresh baggie. Then add the baggie of baggies, containing all the previous cards. Continue until all the cards are in the bags.

Procedure (cont.):6. Now it is time to record your data. Consider what

characteristics are present in all the organisms in the bags have in common. Write down that characteristic on the dotted line in the outermost Venn region.

7. Start disassembling your baggies and note what comes out of the outermost bag. There should be one card in the bag along with a bag full of more bags and the other cards. Record this organism by taking the appropriate name strip and attaching it to the shaded area in the outermost box.

8. Consider the remaining bags of organism cards. What do all these organisms have in common?

9. Write down that characteristic on the dotted line in the second largest Venn region. Continue to disassemble your bags. Each time a card is released you should paste the organism’s name strip in the appropriate region.

10.Repeat steps 8 and 9 until all of the cards are out of the baggies and the 8 name strips have been affixed to the diagrams.

Procedure (cont.):

11.Of course this is a Venn diagram, not a cladogram (branching tree diagram). But Venn diagrams are a great way to set up your cladogram. Take a piece of blank paper. Unlined paper is great, but notebook paper will do just fine. Place the paper over your Venn diagram. Your diagram will guide your drawingsDraw a line from outside all of the Venn regions into the largest Venn region. As soon as you enter the largest Venn region, divide your line into two branches. One branch goes to the outermost organism. The other branch leads to the next Venn region.

Procedure (cont.):

12.Continue your line, branching each time you enter a new Venn region. One line extends to the organism listed in that region, the other reaches into the next Venn region.

13.When you are done, You will have a branching tree diagram that looks a bit like a bonsai tree.

14.Label the tips of the branches with the names of the organisms.15.Label the nodes (the branch points) with the reason for the branching (the shared

characteristic).

Procedure (cont.):

Analysis/Conclusions:

1. Why do organisms resemble one another?2. What does it mean when two organisms are very similar?3. List and describe at least two ways that similarity

between organisms can be determined.4. Compare and contrast a cladogram (branching tree

diagram) with a pedigree (family tree).

TOPIC XII: Plant Structures and Functions

FAIR GAME PRINCIPLE: Middle School Benchmarks

WHAT YOU NEED TO KNOW….

• You need to know how the structures of plant tissues and organs are directly related to their roles in physiological processes.

• Plant organs are limited to roots, stems, leaves, flowers, fruit and cones.

• Physiological processes are limited to photosynthesis, cellular respiration, transpiration, and reproduction.

• Plant tissues are limited to meristematic, ground, dermal and vascular tissues.

• Plant structures are limited to cambium, guard cells, phloem, seed, stomata and xylem.

IS IT A PLANT?

Do Students Distinguish Among Different Types of Plants and that Not All Plants

Have the Same Structures?

LAB: Plants – Structure & FunctionHow are the structures of plant tissues and organs directly related to their roles in physiological processes?

REMEMBER THE CONTENT LIMITS….Plant organs: roots, stems, leaves, flowers, fruits conesPhysiological limits: photosynthesis, cellular respiration, transpiration, reproductionPlant tissues: meristematic, ground and vascularPlant structures: cambium, guard cells, phloem, seed, stomata, seed

Activating Prior Knowledge

What do the students know about plants?

1.Identify the items on the table. What do they all have in common?

2.What are the basic parts of the plant?

3.Where do plants come from?

4.Explain the function of each of the following part of the plant: roots, stems, leaves, flower.

Activating Prior KnowledgeTEACHER GUIDELINES1. Display the following foods on a table: an apple, a bag of tea, an onion (in a cup or

glass of water), and a stalk of raw celery. Have the students identify the foods on the table. Discuss what the foods have in common. Try to come to a general conclusion that the foods on the table come from green plants.

2. Display a live green plant and ask students to identify the parts of the plant. As the students identify the roots, stems, leaves, and flowers, have another student point out the part that was identified.

3. After identifying the part of a green plant, have the students give the order in which the plant will grow starting with the seeds. As the students determine the order in which the plant will grow, display pictures of each part of the green plant.

4. Discuss the functions of each part of the green plant:

PART A: LEAVES - Identification of Leaf Cross Section - Microscopy – Stomata and Guard Cells PART B:ROOTS

- Microscope Slides Monocot & Dicot Roots Lateral Root

Onion Root TipRoot Systems

PART C: STEMS-Microscope Slides Herbaceous Monocot and Dicot Stems Tilia Stem (Woody growth) Woody Stem PART D: FLOWERS

- Flower Dissection Structure of flower Male & Female Reproductive Organs Needed for Sexual Reproduction in Flowering Plants

Photosynthesis, respiration, and transpiration are the three major functions that drive plant growth and development. All three are essential to a plant's survival. How well a plant is able to regulate these functions greatly affects its ability to compete and reproduce.

PLANT GROWTH & DEVELOPMENT

FAIR GAME PRINCIPLE: Middle School Benchmarks

WHAT YOU NEED TO KNOW….

• You need to know how photosynthesis and cellular respiration are related (that the products of one are the reactants of the other).

• You need to know the reactants, products and basic functions of photosynthesis, aerobic, and anaerobic respiration.

• You need to understand how ATP is connected with energy transfers within the cell.

• You need to know that photosynthesis stores energy while cellular respiration releases energy.

INVESTIGATING THE EFFECT OF LIGHT INTENSITY ON PHOTOSYNTHESIS (HSL)Essential Questions1. How does light affect

photosynthesis?2. Why is photosynthesis

important to life?3. What is the impact of the

destruction of forests to the rate of photosynthesis?Teacher Preparation

• Prepare saturated solution7 g sodium bicarbonate

per 100 mL of water• Elodea/Anacharis sprigs

What do I need……Materials• test tube• light source• sodium bicarbonate

solution• timer• 400 mL beaker• gloves• Elodea/Anacharis sprigs • hand lens• forceps

Procedure:1. Fill test tube and

beaker with NaHCO3 solution

2. With forceps place sprig halfway down in test tube (cut end pointing downward in test tube)

3. Cover mouth of test tube with thumb and turn test tube upside down (don’t trap bubbles in test tube

Procedure:4. Place mouth of test tube

under surface of solution in beaker; remove thumb from mouth of test tube

5. Gently lower test tube inside the beaker, so it leans against the side of beaker

6. Using a hands lens, count # of bubbles produced in sprig in the test tube for 5 minutes under the following light conditions normal light dark room bright light

DATALight

IntensityNumber of

Bubbles in 5 Minutes

Room Light

Dim Light

Bright Light

Engage Student Thinking1. What is the name of the

gas inside the bubbles released by the sprig? How do you know?

2. Why are these bubbles produced by the plant?

3. From what part of the plant do you observe the bubbles being emitted?

4. Which light intensity do you think most bubbles will be released? Why?

Make sure students are recording observations

and collecting data.

EXTENSION: THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE

How do carbon and oxygen cycle through the environment?

INTRODUCTIONCellular respiration is the process by which cells release stored energy from sugars. Photosynthesis is the process in which producer cells use carbon dioxide, water, and nutrients to produce glucose and oxygen. Together these two processes make the carbon cycle possible, and move essential molecules through ecosystems.

1. Examine the kelp forest food web.

2. Predict where would photosynthesis occur in the diagrammed ecosystem below.

How does the energy flow in this ecosystem parallel that in the kelp

forest?

Video: Energy Flow in the Coral Reef Ecosystem

Review 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.

1. Examine this carbon cycle.2. Label the paths you think oxygen, glucose,

carbon dioxide and water take through the ecosystem.

Computer Simulation: Photosynthesis & Cellular Respiration

TOPIC XIV: Review of Animals *• Transition from the

Classification Unit

• Overview of Characteristics of Animals

• Reinforce SC.912.L.15.6 (addresses characteristics of the domains and kingdoms of living organism

• Introduces students to basic animal structure which leads to human body systems

YEAR AT A GLANCE

TOPIC XV: Nervous SystemReview of Human Body Systems* Objectives:• Students will be able to name the eleven human body

systems and their functions.

• Students will be able to identify the organs and structural parts present in each system (i.e. circulatory: heart, arteries, veins, and capillaries).

• Students will be able to describe the basic structure of the major organs in each system.

Lesson Plan 1. Provide each group with a sheet of poster

paper about 6 inches longer than the student's height.

2. One student will lie down on the sheet of paper. The student's arms should be at least a few inches from his or her side so there is space between the arms and the body. Tell that student to stay very still while the other student traces the outline of the body with a dark crayon or marker.

3. Cut body silhouettes and write their names on the back.

4. Divide the body systems among the group and have each student create a paper model of their assigned organ and list it’s function and attach it in its correct position to the silhouette.

5. Evaluate students on their ability to identify body organs and explain their functions.

TOPIC XVI. Circulatory System

FAIR GAME PRINCIPLE: Middle School Benchmarks

WHAT YOU NEED TO KNOW….

• You need to know the factors that affect blood flow through the cardiovascular system: blood pressure, blood volume, resistance, disease and exercise.

• You need to know how these factors affect blood flow. 

Objective:Students will walk and talk through the systemic (heart/body) and pulmonary (heart/lung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood.

TAKE A HEART HIKE!

Prior Knowledge:• Know the basic functions of

the human circulatory (cardiovascular) and respiratory system.

• Understand the role of each circulatory organ (heart, blood vessels, and blood) in the movement of oxygen and carbon dioxide.

• Understand how the lungs work and how gases can diffuse into and out of cells.

Teacher Preparation:

1. Draw the diagram (Teacher Download, figure 1) with tape on the floor of your classroom.

2. Label the chambers of the heart, the lungs, the body cells, and all blood vessels according to the diagram (Teacher Download, figure 1).

3. Place a bowl of blue circle cut outs in the body cells and a bowl of red circle cut outs in the lungs.

1.To begin the activity, position a student (or several) in a standing position at a station along the route taped to the floor. Give him or her the appropriate color circle for where they are standing. For example, a student standing in the right atrium of the heart would be holding a blue circle.

2. Have students move along the route and describe to the group what they are doing at each stop — explaining to the group what route (blood vessel) they must take to reach the next stop.

For instance, have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station.

The color change illustrates the diffusion of oxygen into or out of the blood (blood cells carrying oxygen appear red and blood cells carrying carbon dioxide appear blue).

Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood.

The only exceptions to this color-coding are the pulmonary arteries and veins (see figure 1).

Point out that the right side of the heart handles blue blood and the left side of the heart handles red blood.

Does this activity cover the Benchmark Clarifications?

1. Group Assignment: Factors Affecting Blood Flowa. blood pressureb. blood volumec. resistanced. diseasee. exercise

2. As a group modify the blood flow activity in order to model your assigned factor that influences blood flow through the heart.

Your TASK:

TOPIC XVII. Immune System

FAIR GAME PRINCIPLE: Middle School Benchmarks

WHAT YOU NEED TO KNOW….

• You need to know the basic functions of the human immune system.

• You need to understand specific and non-specific immune responses.

• You need to know how the human immune system responds to vaccines and/or antibiotics. 

• You need to know how genetic factors, environmental factors, and pathogenic agents affect both individual and public health.

FIRST SHOT: VACCINATIONSEngage Activity

Read the following excerpt from the September 22, 2003 Washington Post,

page A10 written by David Brown

“A case of measles was once a rite of passage for every child, and a

route to the grave for about one in every 300. Worldwide, there are still

30 million to 40 million cases a year, and 745,000 deaths, mostly in

Africa. In the affluent world, however, measles have been as good as

gone for a generation. But it is coming back in an unlikely place. In

England, the number and size of measles outbreaks is steadily climbing.

In 1996, the country recorded 112 cases. Last year (2002), there were

308. This follows a steady drop in the proportion of children immunized

against the virus by their second birthday. In 1996, it was 92 percent. By

last year, it had fallen to 84 per cent.”

1. Develop a hypothesis of why the number of measles cases in

England is increasing.

2. Were you vaccinated against measles? Why or Why not?

3. Why are parents choosing not to have their children vaccinated

against measles?

ANALYSIS QUESTIONS:

FIRST SHOT: VACCINATIONSVideo Questions

1. Where does the word vaccination come from?

2. Why aren’t pharmaceutical companies working on

vaccines for Tuberculosis and Malaria?

3. How do vaccines work?

http://www.sosq.vcu.edu/videos.aspx

Dr. Knipe of Harvard Medical School is working with a herpes

vaccine. He plans on creating “an infection to prevent an infection”.1. How does he plan to do this?

2. Think about the statement: ‘creating an infection to prevent an infection’. Is this a revolutionary new idea? Why or Why not?

3. If Dr. Knipe is successful, how can this technology be used?

FIRST SHOT: VACCINATIONSReflection

1. Now that you have seen the videos, what would you change about

your initial responses?

2. What is the difference between an antibiotic and a vaccine?

3. How are specific and nonspecific immune responses different?

FIRST SHOT: VACCINATIONSClass Discussion

LAB: Epidemic - The Deadly Fuchsia Disease

You are watching the news and see a story about a virus that is spreading throughout the local community. The virus spreads through the exchange of bodily fluids. You become increasingly worried about your risk of infection and have decided to go to the doctor’s office in order to get tested for the virus.

WILL YOU BECOME INFECTED?

PROJECT: Immune Response

Working in five groups of 2-3, you need to prepare and present a 10-15 minute lesson on your topic that demonstrates and applies:• knowledge of one aspect of the immune system • knowledge of the structure and function of the immune

response• understanding of the similarities and differences, in structure

and function, of the non-specific and specific immune responses• understanding of the concept of ‘self’ and ‘non-self”

Topic GroupNON SPECIFIC DEFENSES - FIRST LINE OF DEFENSE

• PHYSICAL & CHEMICAL BARRIERS

NON SPECIFIC DEFENSES - SECOND LINE OF DEFENSE

INFLAMMATORY RESPONSES

INTERFERONS

FEVER

SPECIFIC DEFENSES – “SELF” AND “NONSELF”

ANTIGENS

ANTIBODIES

SPECIFIC DEFENSES – LYMPHOCYTES

B CELLS

T CELLSSPECIFIC IMMUNE RESPONSE

HUMORAL IMMUNITY

CELL-MEDIATED IMMUNITYACQUIRED IMMUNITY:

ACTIVE (e.g. VACCINES)

ACQUIRED IMMUNITY – PASSIVE (e.g. ANTIBODIES PRODUCED IN OTHER ANIMALS OR THROUGH MONOCLONAL HYBRID CELL CULTURES)

AUTOIMMUNE DISEASES (e.g. CHRONES, ARTHRITIS)

IMMUNODEFICIENCY DISEASES (e.g. AIDS)

Group Assignments:

EXTENSION: Disease SpreadObserve the spread of disease through a group of people. The methods of transmission can be chosen and include person-to-person, airborne, and food borne as well as any combination thereof. The probability of each form of transmission and number of people in the group can also be adjusted.

THE SNEEZEhttp://www.teachertube.com/viewVideo.php?video_id=125234

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