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High School Instructional GuideFor

Biology

Division of InstructionPublication No.

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Los Angeles Unified School DistrictHigh School Instructional Guide for Biology

Table of Contents

Contents PagesAcknowledgements iiiForeword viiScience Instructional Guide Overview viiiGraphic Organizer of the Science Instructional Guide xSection I. Overview of Major District Initiatives

A. Excerpts from the Secondary Literacy Plan 1-1B. The Nine Principles of Learning 1-2C. Culturally Relevant Teaching Methods to Close the Achievement Gap 1-4D. Small Learning Communities 1-6E. Urban Systemic Program Grants (USP)-Los Angeles (LAUSP) 1-7F. Mathematics and Science Partnership Grants (MSP); System-Wide Change

for All Learners and Educators (S.C.A.L.E)1-7

Section II. Overview of State of California DocumentsA. California Content Standards 2-1B. Science Framework for California Public Schools 2-1C. California Standards for the Teaching Profession 2-2

Section III. Science PedagogyA. Instruction, Learning Transfer, Inquiry 3-1B. Principles and Domains of Culturally Relevant and Responsive Pedagogy 3-4C. Science Disciplinary Literacy 3-5

Section IV. Overview of AssessmentA. Concepts for Assessment in Science 4-1B. LAUSD Periodic Assessment in Science 4-1C. Scoring of Periodic Assessments 4-4D. Unit Reflection and Intervention 4-4E. Sample Periodic Assessment Items 4-5

Section V. BiologyA. Introduction to the Biology Section 5-1B. Biology Periodic Assessments Organizer 5-2C. Graphic Organizer for Biology 5-3D. Legend for Matrix Chart 5-4E. LAUSD – Biology Matrix Chart 5-5F. Performance Tasks for Biology 5-44

Section VI. Sample Immersion (Extended Investigation) Project for Biology

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A. Biology Immersion Unit 6-1Section XI. Appendices

B. References and Suggested Readings 7-1C. Suggested Readings for Culturally Responsive Instruction 7-3D. Mathematics Science Technology Centers 7-4E. District Secondary Science Personnel 7-8F. Recommended Programs and Contacts 7-10

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ACKNOWLEDGMENTSThis publication reflects the collaborative effort of the many educators. This revision ofPublication No. SC-863.19 (Revised 2001) is based on the Science Content Standards forCalifornia Public Schools, Kindergarten Through Grade 12. Appreciation is extended to thefollowing educators who worked on the past and present publications:

Local District Personnel

District 1 Luis Rodriguez ScienceSpecialist

District 2 David Kukla ScienceSpecialist

District 3 Karen Jin Science ExpertDistrict 4 Dr. Thomas W. Yee Science

SpecialistDistrict 5 Robert Scott Science ExpertDistrict 5 Michele Parsons Science ExpertDistrict 6 Pamela H. Williams Science ExpertDistrict 6 Catherine Duong Science AdvisorDistrict 7 Roman Del Rosario Science ExpertDistrict 7 Tina Perry Science AdvisorDistrict 8 Gilbert Samuel Science Expert

Science Advisory Panel

Cheryl Tibbals Educational ConsultantLocal District 6 Dale Vigil SuperintendentLowman MST Center Daniel McDonnell Science AdvisorSecondary Science Branch Dr. Athaur Ullah DirectorKennedy High School Gerardo Vaquerano TeacherFoshay Learning Center Karel Lilly TeacherLocal District 3 Karen Jin Science ExpertUTLA Linda Guthrie Vice President Secondary Ed.Instructional Support Services Liza Scruggs Assistant SuperintendentLocal District 1 Luis Rodriguez Science SpecialistHolly wood High School Marissa Hipol TeacherAALA Mike O’Sullivan PresidentLocal District 6 Pamela H. Williams Science ExpertWilson High School Phil Naimo PrincipalLocal District 7 Scott Braxton High School DirectorSan Pedro High School Stephen Walters Principal

Parent Community Branch Zella Knight Representative

Math Science Technology Center Advisors

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East Los Angeles MST Center Angela OkwoLowman MST Center Daniel McDonnellVan Nuys MST Center Dave HicksWestside MST Center Henry OrtizSan Pedro MST Center John Zavalney

UTLA Approved Design TeamDistrict 1

R. Natasha Galvez Chatsworth High SchoolBen Vallejo Chatsworth High SchoolPatricia Moran Cleveland High SchoolSarkis Margossian Monroe High SchoolMary Stepter Monroe High SchoolBarbara Scott Valley New HS #1

District 2Karen Evens Grant High SchoolBarbara Donatella Sylmar High SchoolJonathan Hayes Sylmar High SchoolCathy Uchida Verdugo Hills High School

District 3Davina Bradley Dorsey High SchoolKaren Laramay Hamilton High SchoolIrina Balan Los Angeles High School

District 4Bong Le Belmont High SchoolJoe Llamas Belmont High SchoolEdgar Ticzon Eagle Rock High SchoolRichard Redman Franklin High SchoolPatricia Baker Hollywood High SchoolMarissa Hipol Hollywood High SchoolCatherine Devine Marshall High School

District 5Lanny Larsen Bravo Medical MagnetMichael Morgan Bravo Medical MagnetLarry Quimby Bravo Medical Magnet

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Naomi White Jefferson High SchoolRon Ozuna Roosevelt High School

District 6Lisa Kramer Elizabeth Learning CenterJay Estabrook South Gate High SchoolGary Fong South Gate High SchoolPamela Higgins South Gate High SchoolTerri Stevens Sought Gate High School

District 7Leticia Perez Fremont High SchoolPedro DeLeon Foshay Learning CenterNatalie Tran Jordan High SchoolVanessa Morris Locke High SchoolEric Wheeler Manual Arts High School

District 8Tammy Bird-Beasley

Carson High School

Elizabeth Garcia Carson High SchoolKevin McManus Gardena High SchoolChris Nsor Gardena High SchoolElaine Gima Narbonne High SchoolKim Monson Narbonne High School

IFLWilliam Tarr IFL – Science LiasonPatty MCGruder IFL – District Liason

AEMPDr. Noma Le Moine DirectorCarlos C. Barron Instructional Specialist

Instructional Guide CoordinatorDiane L. Watkins, High School Science Coordinator

Instructional Guide ConsultantCheryl Tibbals

LAUSD Central OfficeDon Kawano, Middle School Science Coordinator

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Myrna H. Estrada, ICS 1 Science Expert

Athaur Ullah, Ed.D, Director of Science

Liza G. Scruggs, PhD., Assistant Superintendent,Division of Instructional Support Services

APPROVED:RONNI EPHRAIM

Chief Instructional Officer

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Los Angeles Unified School DistrictForeword

Former New York Mayor Rudy Giuliani is well known for the simple two-word sign on his desk,"I'm Responsible." This sign was strategically placed to remind both the mayor and visitors thattrue success comes from co-accountability and co-responsibility. In a coherent instructionalsystem, everyone is responsible for student learning and student achievement. The question weneed to constantly ask ourselves is, "How are our students doing?"

The starting point for an accountability system is a set of standards and benchmarks for studentachievement. Standards work best when they are well defined and clearly communicated tostudents, teachers, administrators, and parents. The focus of a standards-based education systemis to provide common goals and a shared vision of what it means to be educated. The purposesof a periodic assessment system are to diagnose student learning needs, guide instruction andalign professional development at all levels of the system.

The Los Angeles Unified School District is re-designing elementary and secondary instruction.Putting Students First is our District's plan to improve the academic achievement of all students.

The primary purpose of this Instructional Guide is to provide teachers and administrators with atool for determining what to teach and assess. More specifically, the Instructional Guideprovides a "road map" and timeline for teaching and assessing the Science Content Standards forCalifornia Public Schools.

I ask for your support in ensuring that this tool is utilized so students are able to benefit from astandards-based system where curriculum, instruction, and assessment are aligned. In thissystem, curriculum, instruction, and assessment are tightly interwoven to support studentlearning and ensure ALL students have equal access to a rigorous curriculum.

We must all accept responsibility for closing the achievement gap and improving studentachievement for all of our students.

Roy RomerSuperintendent of Schools

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Science Instructional Guide Overview

The Science Instructional Guide forIntegrated/Coordinated Science, Biologyand Chemistry provides a contextual mapfor teaching all of the California ScienceStandards. The Guide provides thefoundation for building a classroomcurriculum and instructional program thatengages all students in rigorous anddynamic learning. Aligned to the CaliforniaScience Standards and the ScienceFramework for California Public Schools,the instructional resources in this Guidesupport District initiatives to close theachievement gap and raise all students to“proficient” performance in science. TheScience Instructional Guide is one part of a“systemic” approach to the teaching ofscience that aligns curriculum, instruction,assessment, and professional developmentwhich is made systemically coherentthrough local district professionaldevelopment.

BackgroundThe State of California established theStandardized Testing and Reporting (STAR)Program to evaluate programs anddetermine student proficiency on the contentstandards for Language Arts,Mathematics, Science, and Social Studies.The STAR Program tests 5th Grade studentswith a California Standards Test (CST) inscience that is aligned to the grades 4 and 5California standards.Specific California Standards Tests are alsogiven at the high school level for grades 9 -11.

The STAR Program is also used byCalifornia to meet some of the requirementsof the No Child Left Behind (NCLB) Act(PL 107-110), signed into law in January2002. The Federal NCLB Legislationspecifies a timeline that requires states toadopt either grade-level content standards,aligned to benchmarked standards, inEnglish, mathematics and science. Oncethese content standards are adopted, states

must phase in assessments aligned to theiradopted content standards. The NCLBscience requirement specifies that, by the2007-08 school year, states should givestandards-aligned assessments in science atleast once in the grade spans 3-5, 6-9, and10-12. In 2007, there will be a test in Grade8 focused on the Grade 8 content standardsand a test at Grade 10 focused on the Grade6-8 Life Science and high schoolBiology/Life Science standards. The 5thGrade CST will be used for both the STARProgram and the NCLB requirement. Theresults of these assessments, as well as thosein English and mathematics, are used in thestates’ accountability programs as one ofseveral indicators for schools’, districts’, andstates’ Adequate Yearly Progress (AYP).Schools, districts, and states that do not meettheir AYP targets may face Federalsanctions under NCLB.

The purpose of this Instructional Guide andthe accompanying periodic assessments isto: 1) provide teachers with the supportneeded to ensure that students have receivedthe science content specified by the ScienceContent Standards for California PublicSchools, and 2) to provide direction forinstruction or additional resources thatstudents may require in order for to becomeproficient in the science course beingstudied. This Guide is intended to be thefoundation of a standards-based instructionalprogram in science which the local district,school and classroom will enrich and expandbased on local expertise and availableresources.The Role of the Instructional Guide toSupport InstructionThe Instructional Guide is a foundation forthe teaching of science inIntegrated/Coordinated Science I, Biology,and Chemistry. The guide is designed toprovide support for teachers withinstructional resources to assist them in theirimplementation of a standards-basedprogram. The Guide is designed as aresource to support the implementation of abalanced instructional program that employs

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myriad learning activities to produce theconceptual understanding of scientificphenomena.

This Guide should be used at the localdistrict level as a foundation for thedevelopment of an instructional programthat best utilizes the expertise and resourceswithin that local district. In implementingthis Guide, it is suggested that teachers worktogether to select the best combination ofresources to meet their instructional goalsand the specific learning needs of theirstudents. Therefore, this Guide focuses onthe efficient use of all instructional resourcesfound in many LAUSD schools and thoseavailable through many of the MathematicsScience Technology (MST) Centers.

Another role of this Guide is to support theuse of periodic diagnostic assessments toensure that students have access to theScience Content Standards for CaliforniaPublic Schools. Proficiency of the K - 12science standards will provide a strongfoundation by which students may go on tobecome “scientifically literate” citizens ofthe 21st century.

Organization of the Science InstructionalGuideThe Science Instructional Guides forBiology and Chemistry are organized intothree “Instructional Components” that mapout the academic year. The InstructionalGuide for Integrated/Coordinated Science Iis mapped into four instructionalcomponents. Included in each instructionalcomponent for Integrated/CoordinatedScience I, Biology and Chemistry are thefollowing:

• Standards for InstructionalComponent

• Standard Groups• Key Concepts• Analyzed Standards• Instructional Activities and

Resources• Immersion Units (extended science

investigations)

Immersion units are extended scienceinvestigations (four weeks or more). Theuse of an immersion unit is an instructionaltask that combines and applies concepts toensure that all students engage in anextended scientific investigation at leastonce per year. The immersion projects willprovide all students with the opportunity to:

• Investigate a scientific topic in-depth over an extended period oftime.

• Gather data that tests thehypothesis.

• Confront conflicting evidence.• Draw conclusions and reflect on

those conclusions.These immersion units are an ideal way ofdeepening inquiry in science, supportingpersonalized learning and can be used inSmall Learning Community settings. Theseextended investigations also supportculturally responsive pedagogy; all studentsuse both deductive and inductive reasoningto built concepts and make connections toprior experience and cultures.

An Appendix with District contacts andother useful information is included at theend of this Instructional Guide.

• Appendix

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I. Major District Initiatives

The Science Instructional Guide andPeriodic Assessment are part of the largerDistrict Periodic Assessment System thatwill support major Los Angeles UnifiedSchool District Initiatives:

• Secondary Literacy Plan,• Institute For Learning (IFL)- Nine

Principles of Learning,• Closing the Achievement Gap:

Improving Educational Outcomes forUnder-Achieving Students Initiative,

• Small Learning Communities,• The Los Angeles Urban Systemic

Program and• The Mathematics Science Program

for System-Wide Change for AllLearners and Educators(S.C.A.L.E.).

Excerpts from the Secondary LiteracyPlanThe goal of the Los Angeles Unified SchoolDistrict's Secondary Literacy Plan is toenhance the District's efforts to providelearning opportunities and instruction toenable all middle and high school studentsto perform rigorous work and to meet orexceed proficiency in each content area.The plan is designed to address student andteacher needs and overcome challengescommonly faced in middle and high schooltoday. The purposes of the plan include thefollowing:To address literacy in all content areas.

• To help secondary teachers definetheir role in teaching reading andwriting in their content areas.

• To help struggling students withbasic reading and writing skills andto provide differentiated support.

• To train secondary content areateachers to provide additional,differentiated support for studentswho lack basic reading and writingskills.

• To change the institutional cultureand school structures of traditionalmiddle and high schools that often

isolate teachers and students and actas barriers to learning and change.

To meet the challenges of the SecondaryLiteracy Plan some of the following actionsare to:

• Develop instructional guides tosupport standards-based instructionfor specific content areas.

• Communicate that content literacyaddresses the development ofliteracy and content knowledgesimultaneously.

• Organize instruction at the secondarylevel to create and support learningconditions that will help all studentssucceed.

• Implement a coherent ongoingprofessional development plan thatwill provide content area teacherswith content-specific knowledge andexpertise to meet the varied learningand literacy needs of all students.

• Structure of an organizational design(literacy cadres and coaches) thatwill enhance all school's capacity toaddress the teaching of students withdiverse learning needs. Create aninfrastructure that will includeinstructional models to supportexpert teaching of content aligned tothe standards.

• Differentiate instructional programsto meet the varied needs of allstudents, particularly those who needextensive accelerated instruction indecoding, encoding, and readingfluency

The Division of Instructional SupportServices is presently engaged in acomprehensive review of all interventionstrategies and programs. The office willbring forward recommendations that willbetter define our intervention programs andensure that all interventions are research-based, effective and correlated to classroominstruction. The office will identify specificinterventions and recommendations forgrades K through 12 including acomprehensive review of the present

• Organizing for Effort

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summer school and intercession, and otherinterventions programs. It is critical that aswe implement standards-based instruction,that we have the capacity to diagnosestudent weaknesses and prescribe specificinterventions that will help correct thoseweaknesses. In accomplishing this goal, wewill need to: identify in-class strategies,extended day strategies, and strategies thatcan be implemented in summer school andintersession programs. Professionaldevelopment must be provided so that allteachers are taught instructional approachesthat support success for all students.

Figure 1 illustrates an overview of theSecondary Literacy Plan Components andshows the "content connections" among thedisciplines of Science, English LanguageArts, Mathematics, and Social Studies. Theinteraction of the standards, professionaldevelopment, assessment and evaluationcombine to form an interactive system thatpromotes content literacy.

Figure 1- Secondary Literacy Chart

B. The Nine Principles of LearningThe Nine Principles of Learning from theInstitute for Learning provide the theoreticalfoundation of research-based instructionalpractices that provide the foundation for theSecondary Redesign Comprehensive Plan.These nine principles are embeddedthroughout the Instructional Guide andunderscore the beliefs of the Los AngelesUnified School District.

An effort-based school replaces theassumption that aptitude determineswhat and how much students learnwith the assumption that sustainedand directed effort can yield highachievement for all students.Everything is organized to evoke andsupport this effort, to send themessage that effort is expected andthat tough problems yield tosustained work. High minimumstandards are set and assessments aregeared to the standards. All studentsare taught a rigorous curriculumaligned to the standards, along withas much time and expert instructionas they need to meet or exceedexpectations. This principle is oneof the guiding beliefs common inevery school in the Los AngelesUnified School District.

• Clear ExpectationsIf we expect all students to achieveat high levels, then we need to defineexplicitly what we expect students tolearn. These expectations need to becommunicated clearly in ways thatget them "into the heads" of schoolprofessionals, parents, schoolcommunities and, above all, studentsthemselves. Descriptive criteria andmodels of work that meets standardsshould be publicly displayed, andstudents should refer to thesedisplays to help them analyze anddiscuss their work. With visibleaccomplishment targets to aimtoward at each stage of learning,students can participate in evaluatingtheir own work and setting goals fortheir own efforts.

• Fair and Credible EvaluationsIf we expect students to put forthsustained effort over time, we needto use assessments that students findfair, and that parents, community,and employers find credible. Fairevaluations are ones that students

A man must have a certainamount of intelligent ignoranceto get anywhere.

Charles FranklinKettering (1876-1958)U. S. engineer andinventor.

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can prepare for: therefore, tests,exams and classroom assessments aswell as the curriculum must bealigned to the standards. Fairassessment also means gradingagainst absolute standards ratherthan on a curve, so students clearlysee the results of their learningefforts. Assessments that meet thesecriteria provide parents, colleges,and employers with credibleevaluations of what individualstudents know and can do.

If we expect students to put forth andsustain high levels of effort, we need tomotivate them by regularly recognizing theiraccomplishments. Clear recognition ofauthentic accomplishment is the hallmark ofan effort-based school. This recognition cantake the form of celebrations of work thatmeets standards or intermediate progressbenchmarks en route to the standards.Progress points should be articulated so that,regardless of entering performance level,

every student can meet real accomplishmentcriteria often enough to be recognizedfrequently. Recognition of accomplishmentcan be tied to an opportunity to participatein events that matter to students and theirfamilies. Student accomplishment is alsorecognized when student performance onstandards-based assessments is related toopportunities at work and in highereducation.• Academic Rigor in a ThinkingCurriculumThinking and problem solving will be the"new basics" of the 21st century, but thecommon idea that we can teach thinkingwithout a solid foundation of knowledgemust be abandoned, so must the idea that wecan teach knowledge without engagingstudents in thinking. Knowledge and

thinking are intimately joined. This impliesa curriculum organized around majorconcepts that students are expected to know

deeply. Teaching must engage students inactive reasoning about these concepts. Inevery subject, at every grade level,instruction and learning must include

commitment to a knowledge core, highthinking demand, and active use ofknowledge.Talking with others about ideas and work isfundamental to learning but not all talksustains learning. For classroom talk topromote learning it must be accountable tothe learning community, to accurate andappropriate knowledge, and to rigorousthinking. Accountable talk seriouslyresponds to and further develops whatothers in the group have said. It puts forthand demands knowledge that is accurate andrelevant to the issue under discussion.Accountable talk uses evidence appropriateto the discipline (e.g., proofs inmathematics, data from investigations inscience, textual details in literature,documentary sources in history) and followsestablished norms of good reasoning.Teachers should intentionally create thenorms and skills of accountable talk in theirclassrooms.Intelligence is much more than an innateability to think quickly and stockpile bits ofknowledge. Intelligence is a set ofproblem-solving and reasoning capabilitiesalong with the habits of mind that lead oneto use those capabilities regularly.Intelligence is equally a set of beliefs aboutone's right and obligation to understand andmake sense of the world, and one's capacityto figure things out over time. Intelligenthabits of mind are learned through the dailyexpectations placed on the learner by callingon students to use the skills of intelligentthinking, and by holding them responsiblefor doing so, educators can "teach"intelligence. This is what teachers normallydo with students from whom they expectachievement; it should be standard practicewith all students.If students are going to be responsible forthe quality of their thinking and learning,they need to develop and regularly use an

• Recognition of Accomplishment

• Accountable Talk

• Socializing Intelligence

• Self-management of Learning

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array of self-monitoring andself-management strategies. These meta-cognitive skills include noticing when onedoesn't understand something and takingsteps to remedy the situation, as well asformulating questions and inquiries that letone explore deep levels of meaning.

Students also manage their own learning byevaluating the feedback they get fromothers; bringing their backgroundknowledge to bear on new learning;anticipating learning difficulties andapportioning their time accordingly andjudging their progress toward a learninggoal. These are strategies that good learnersuse spontaneously and that all students canlearn through appropriate instruction andsocialization. Learning environmentsshould be designed to model and encouragethe regular use of self-managementstrategies.

For many centuries most people learned byworking alongside an expert who modeledskilled practice and guided novices as theycreated authentic products or performancesfor interested and critical audiences. Thiskind of apprenticeship allowed learners toacquire complex interdisciplinaryknowledge, practical abilities, and

appropriate forms of social behavior, Muchof the power of apprenticeship learning canbe brought Into schooling by organizinglearning environments so that complexthinking is modeled and analyzed, and byproviding mentoring and coaching asstudents undertake extended projects anddevelop presentations of finished work, bothin and beyond the classroom.

C. Culturally Relevant TeachingMethods to Close the Achievement GapIn June of 2000, the LAUSD Board ofEducation approved a resolution that calledfor an Action Plan to eliminate thedisparities in educational outcomes forAfrican American as well as other studentgroups. Five major tenets, along with theirrecommendations, performance goals, andevaluations are to be embedded into allDistrict instructional programs. The ScienceInstructional Guide for Middle SchoolGrades 6-8 supports these tenets that are:

Comprehensive professional developmentfor administrators, teachers, counselors, andcoaches on Culturally Responsive and

Culturally Contextualized Teaching willensure that instruction for African Americanstudents is relevant and responsive to theirlearning needs.• Tenet 2 - Students' Opportunity toLearn (Adult-Focused):The District will provide professionaldevelopment in the Academic EnglishMastery Program (AEMP) to promotelanguage acquisition and improve studentachievement.The District will make every effort to ensurethat all staff (Central, Local District, andSchool Site) and all external supportproviders are adequately trained and havethe pedagogical knowledge and skill toeffectively enhance the academicachievement of African American students.

Parents should be given the opportunity andthe tools to be effective educationaladvocates for their children. The Districtwill continue to support the efforts of itsschools to engage parents in the education oftheir children through improvedcommunication among schools, teachers,and parents.

• Learning as Apprenticeship

• Tenet 1 - Students Opportunity to Learn(Student-Focused):

• Tenet 3 - Professional Development forTeachers and Staff Responsible for theEducation of African American Students.

• Tenet 4 - Engage African Americanparents and community in education ofAfrican American students.

•Tenet 5 - Ongoing planning, systematicmonitoring, and reporting

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The disparities in educational outcomes forAfrican American as well as other studentswill be systemically monitored and ongoingreflection and planning will occur at alllevels in the District.

Culturally Relevant and ResponsiveMethods for increasing achievementoutcomes for African American and otherunderachieving students of Color.The following are basic assumptions uponwhich culturally relevant and responsiveinstruction and learning is built.

Basic AssumptionsComprehensible: CulturallyResponsive Teaching teaches thewhole child. Culturally Responsiveteachers develop intellectual, socialemotional, and political learnings byusing cultural references to impartknowledge, skills, and attitudes.

Multidimensional: CulturallyResponsive Teaching encompassescontent, learning context, classroomclimate, student-teacherrelationships, instructionaltechniques, and performanceassessments.Empowering: Culturally ResponsiveTeaching enables students to bebetter human beings and moresuccessful learners. Empoweringtranslates into academic competence,personal confidence, courage, andthe will to act.

Transformative: CulturallyResponsive Teaching defiesconventions of traditionaleducational practices with respect toethnic students of color. It uses thecultures and experience of studentsof color as worthwhile resources forteaching and learning, recognizes thestrengths of these students andenhances them further in theinstructional process. CulturallyResponsive Teaching transforms

teachers and students. It is in theinteractions with individualeducators that students are eitherempowered or alternately, disabled -personally and academically.

Emancipatory: CulturallyResponsive Teaching is liberating. Itmakes authentic knowledge aboutdifferent ethnic groups accessible tostudents and the validation,information, and pride it generatesare both psychologically andintellectually liberating.

D. Small Learning CommunitiesThe Los Angeles Unified School District iscommitted to the learning of every child.That commitment demands that every childhas access to rich educational opportunitiesand supportive, personalized learningenvironments. That commitment demandsthat schools deliver a rich and rigorousacademic curriculum and that students meetrigorous academic standards.Correspondingly, the large, industrial modelschools typical of urban areas will bereconfigured and new schools will be builtand/or organized to accommodate SmallLearning Communities. These communitieswill be characterized by:

• Personalized instruction• Respectful and supportive learning

environments• Focused curriculum• Rigorous academic performance

standards• Continuity of instruction• Continuity of student-teacher

relationships• Community-based partnerships• Joint use of facilities• Accountability for students, parents,

and teachers• Increased communication and

collaboration• Flexibility and innovation for

students, parents, and teachers

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The LAUSD is committed to the redesign ofits schools. That commitment includes thewillingness to treat students as individualsand the willingness to allow each school to

fulfill the goals of the Small LearningCommunity ideals in the uniqueness of itsown setting.

Every honest researcher I know admits he's just a professional amateur. He'sdoing whatever he's doing for the first time. That makes him an amateur. He hassense enough to know that he's going to have a lot of trouble, so that makes him aprofessional.

Charles Franklin Kettering (1876-1958) U. S. engineer and inventor.

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E. The Los Angeles Urban SystemicProgram (LAUSP)The Urban Systemic Program (USP) is anational initiative sponsored by the NationalScience Foundation (NSF). The grant isreviewed yearly by the NSF and will sunset2004-2005. The USP isbuilt upon the foundation of the previousLA-SI (Los Angeles Urban SystemicInitiative) Program to improve Mathematics,Science, and Technology education.

The USP is focusing on enhancing thefollowing components: standards-basedcurriculum, instructional methods,instructional materials, assessment, andprofessional development. These goals arebeing addressed by:

• Evaluating the system's science andmathematics infrastructure, theneeds of the workforce, workforcecompetency and workforcecapacity to deliver the curriculum.

• Aligning curriculum to bestandards-based for all students.

• Providing differentiatedprofessional development incontent and pedagogy in standards-based curriculum.

• Encouraging enrollment inadvanced mathematics and sciencecourses.

F. Mathematics, Science, PartnershipGrants - System-wide Change for AllLearners and Educators (S.C.A.L.E)The S.C.A.L.E. partnership is a five yearNSF grant program that brings togethermathematicians, scientists, social scientists,engineers, technologists and educationpractitioners to build a whole new approachto enhancing mathematics and scienceeducation. The goal of S.C.A.L.E. is toimprove the mathematics and scienceachievement of all students at all gradelevels by engaging them in deep andauthentic instructional experiences. Onemajor component of the partnership is tohave all students engaged in an extended(e.g., four weeks or more) scientificinvestigation at least once a school year.

I do not know what I may appear to the world; but to myself I seem to have been onlylike a boy playing on the seashore, and diverting myself in now and then finding of asmoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay allundiscovered before me.

Sir Isaac Newton (1642-1727) English physicist, mathematician.

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II. State of California Documents

The Science Content Standards forCalifornia Public Schools, Kindergartenthrough Grade 12 represents the content ofscience education and includes essentialskills and knowledge students will need tobe scientifically literate citizens in thetwenty-first century. The ScienceFramework for California Public Schools isa blueprint for reform of the sciencecurriculum, instruction, professionalpreparation and development, andinstructional materials in California. Thescience standards contain precisedescriptions of what to teach at specificgrade levels; the framework extends thoseguidelines by providing the scientificbackground and the classroom context forteachers to use as a guide. The framework isintended to (1) organize the body ofknowledge that student need to learn duringtheir elementary and secondary schoolyears; and (2) illuminate skills that will beused to extend that knowledge during thestudents' lifetimes. These documents drivescience instruction in California.

A. The California Content StandardsThe California content standards areorganized in each assessment period forinstructional purposes and continuity ofscientific concepts. They provide thefoundational content that each studentshould achieve. Simply dividing thestandards by the number of instructionaldays and teaching each standard discretely isneither efficient nor effective. TheFramework states, "effective scienceprograms reflect a balanced, comprehensiveapproach that includes the teaching of

investigation and experimentation skillsalong with direct instruction and reading(p.11)." Teaching them in the samesequence as written also contradicts theFramework which states that "Investigationand experimentation cuts across all contentareas…(p.11)"

The standards for, Biology and Chemistryare mapped into 3 assessment andinstructional components. The standards forIntegrated/Coordinated Science I aremapped into 4 assessment and instructionalcomponents. The teacher, student,administrator and public must understandthat the standards reflect "the desiredcontent of science curriculum…" and they"should be taught so that students have theopportunity to build connections that linkscience to technology and societal impacts(Science Content Standards, p. ix)." Thus,the standards are the foundation forunderstanding societal issues such as theenvironment, community health , naturalresources , population and technologyl.

B. Science Framework for CaliforniaPublic SchoolsThe Science Framework for CaliforniaPublic Schools supports the CaliforniaScience Content Standards. The Framework"establishes guiding principles that defineattributes of a quality science curriculum atall grade levels...(p v -vi) "

These principles of an effective scienceeducation program address the complexityof the science content and the methods bywhich science content is effectively taught.The guiding principles are discussed in thisInstructional Guide in the section entitled:“The Role of the Instructional Guide as aResource to Support Instruction.” Theseprinciples state that effective scienceprograms:

• Are based on standards and usestandards-based instructionalmaterials.

• Develop students' command of theacademic language of science usedin the content standards.

• Reflect a balanced, comprehensiveapproach that includes the teaching

The High School Instructional Guide for Biologyis built upon the framework provided by theScience Content Standards for California PublicSchools© 2000, the California Standards for theTeaching Profession, and the Science Frameworkfor California Public Schools©2003. Each ofthese California documents has overarchingimplications for every grade level from Pre-K to12.

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of investigation and experimentationskills along with direct instructionand reading.

• Use multiple instructional strategiesand provide students with multipleopportunities to master contentstandards.

• Include continual assessment ofstudents' knowledge andunderstanding with appropriateadjustments being made during theacademic year.

C. California Standards for the TeachingProfessionThe California Standards for the TeachingProfession provides the foundation for theteaching profession. These standards offer acommon language and create a vision thatenables teachers to define and develop theirpractice. Reflected in these standards is acritical need for all teachers to be responsiveto the diverse cultural, linguistic, and

socioeconomic backgrounds of theirstudents. These standards, which take aholistic view of teaching that recognizes itscomplexity, are based upon expert adviceand current research on the best teachingpractices. The California Standards for theTeaching Profession provides a frameworkof six standards with thirty-two keyelements that represent a developmental,holistic view of teaching, and are intended tomeet the needs of diverse teachers andstudents. These standards are designed tohelp educators do the following:

• Reflect about student learning andpractice;

• Formulate professional goals toimprove their teaching practice and;

• Guide, monitor and assess theprogress of a teacher's practicetoward professional goals andprofessionally accepted benchmarks.

The teaching standards are summarizedbelow. Further expansion and explanation ofthe key elements are presented in thecomplete text, California Standards for theTeaching Profession, which can be obtainedfrom the California Commission on TeacherCredentialing at:http://www.ctc.ca.gov/reports/cstpreport.pdf

Teachers build on students' prior knowledge,life experience, and interests to achievelearning goals for all students. Teachers usea variety of instructional strategies andresources that respond to students' diverseneeds. Teachers facilitate challenginglearning experiences for all students inenvironments that promote autonomy,interaction and choice.

Teachers actively engage all students inproblem solving and critical thinking withinand across subject matter areas. Conceptsand skills are taught in ways that encouragestudents to apply them in real-life contextsthat make subject matter meaningful.Teachers assist all students to become self-directed learners who are able todemonstrate, articulate, and evaluate whatthey learn.

Teachers create physical environments thatengage all students in purposeful learningactivities and encourage constructiveinteractions among students. Teachersmaintain safe learning environments inwhich all students are treated fairly andrespectfully as they assume responsibilityfor themselves and one another. Teachersencourage all students to participate inmaking decisions and in workingindependently and collaboratively.Expectation for student behavior areestablished early, clearly understood, andconsistently maintained. Teachers makeeffective use of instructional time as theyimplement class procedures and routines.

Teachers exhibit strong working knowledgeof subject matter and student development.Teachers organize curriculum to facilitatestudents' understanding of the centralthemes, concepts, and skills in the subject

• Standard for Engaging and SupportingAll Students in Learning

• Standard for Creating and MaintainingEffective Environments for StudentLearning

• Standard for Understanding andOrganizing Subject Matter for StudentUnderstanding

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area. Teachers interrelate ideas andinformation within and across curricularareas to extend students' understanding.Teachers use their knowledge of studentdevelopment, subject matter, instructionalresources and teaching strategies to makesubject matter accessible to all students.

Teachers plan instruction that draws on andvalues students' backgrounds, priorknowledge, and interests. Teachersestablish challenging learning goals for allstudents based on student experience,language, development, and home andschool expectations, and include a repertoireof instructional strategies. Teachers useinstructional activities that promote learninggoals and connect with student experiencesand interests. Teachers modify and adjustinstructional plans according to studentengagement and achievement.

• Standard for Assessing StudentLearningTeachers establish and clearly communicatelearning goals for all students. Teacherscollect information about studentperformance from a variety of sources.Teachers involve students in assessing theirown learning. Teachers use informationfrom a variety of on-going assessments toplan and adjust learning opportunities thatpromote academic achievement and personalgrowth for all students. Teachers exchangeinformation about student learning withstudents, families, and support personnel inways that improve understanding andencourage further academic progress.

Teachers reflect on their teaching practiceand actively engage in planning theirprofessional development. Teachersestablish professional learning goals, pursueopportunities to develop professionalknowledge and skill, and participate in theextended professional community. Teacherslearn about and work with localcommunities to improve their professionalpractice. Teachers communicate effectively

with families and involve them in studentlearning and the school community.Teachers contribute to school activities,promote school goals and improveprofessional practice by working collegiallywith all school staff. Teachers balanceprofessional responsibilities and maintainmotivation and commitment to all students.

These Standards for the Teaching Professionalong with the Content Standards and theScience Framework provide guidance forour District to achieve the objective that allstudents achieve a "high degree of scientificliteracy."

• Standard for Planning Instruction andDesigning Learning Experiences for AllStudents

• Standard for Developing as aProfessional Educator

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III. Pedagogy for Science

Webster's defines pedagogy as: "1. the functionor work of the teacher; teaching, 2. the art orscience of teaching; education: instructionalmethods."

A. Instruction, Learning Transfer,InquiryBy the time students enter high school, they arerequired to shift from a middle school sciencefocus on experiential based thinking to moreabstract hypothetical thinking required by theHigh School Content standards and theInvestigation and Experimentation (I&E)Standards described in the Science Frameworkfor California Public Schools. For instance, ingrade six the I&E Standards call for students to“develop a hypothesis” and “constructappropriate graphs from data and developqualitative statements about the relationshipsbetween variables.” This emphasis is consistentwith the increased cognitive demand in middleschool mathematics: “By the end of gradeseven, students are adept at manipulatingnumbers and equations and understand thegeneral principles at work…They graph linearfunctions and understand the idea of slope andits relationship to ratio.” (MathematicsFramework for California Public Schools). Byproviding multiple opportunities for students tolearn the science content by designingexperiments, generating hypotheses, collectingand organizing data, representing data in tablesand graphs, analyzing the results andcommunicating the findings, students aredeveloping and applying mathematical conceptsin multiple contexts. This process facilitates thedevelopment of students’ hypothetical thinkingoperations and provides the foundation fortransfer of learning not only betweenmathematics and science but also to otherdisciplines and creates the need to use thesemathematical and scientific tools in the students’everyday lives.

In learning the science content standards ingrade eight, as well as in grades six and seven,students will need multiple opportunities to“plan and conduct a scientific investigation totest a hypothesis… construct appropriate graphsfrom data and develop quantitative statementsabout the relationships betweenvariables,…apply simple mathematicrelationships to determine a missing quantity ina mathematic expression, given the tworemaining terms…Distinguish between linear

and nonlinear relationships on a graph of data”as described in the Standards. Focusinginstruction on the acquisition of thesemathematical and scientific tools will ensure that“Students…are prepared to undertake the studyof algebra… in grade eight… and will be on thepathway for success in high school science.”(Science Framework for California PublicSchools)

To ensure that students are prepared for thequantitative and abstract nature of high schoolscience, there should be a continued emphasison the inquiry-based instructional modeldescribed in the District’s ElementaryInstructional Guide. This model includes manycommon elements or phases described in theresearch literature on how students best learnscience concepts. The research clearly points outthat inquiry involves asking a question, makingobservations related to that question, planning aninvestigation, collecting relevant data, reflectingon the need to collect additional data, analyzingthe data to construct plausible explanations, andthen communicating findings to others.

Such a process is at the heart of the immersionunits (extended inquiry) described in both theelementary and secondary instructional guides.To help science teachers plan and organize theirimmersion and other inquiry-based units thefollowing process can serve as a guide:

• Phase 1. Students are engaged by ascientific question, event, orphenomenon. A connection is made towhat they already know. Questions areposed in ways that motivate students tolearn more.

• Phase 2. Students explore ideas throughdirect, hands-on investigations thatemphasize observation, solve problems,formulate and test explanations, andcreate and discuss explanations for whatthey have observed.

• Phase 3. Students analyze and interpretdata they have collected, synthesizetheir ideas, and build concepts and newmodels with the support of their teacher.The interaction between teachers andstudents using other sources of scientificknowledge allows learners to clarifyconcepts and explanations that havebeen developed.

• Phase 4. Students apply their newunderstanding to new settings includingreal life situations to extend their newknowledge.

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• Phase 5. Students, with their teacher,not only review and assess what theyhave learned, but also how they havelearned it.

There are many factors that should be includedin such instructional models to ensure thetransfer of learning to new settings1. One suchfactor that affects transfer of learning is thedegree of mastery of initial learning. Initiallearning is influenced by the degree to whichstudents learn with understanding rather thanmemorizing a set of facts or procedures.Students must be provided with enough time forthem to process information. Attempts to covertoo many topics too quickly may inhibit latertransfer because students only rememberisolated facts or are introduced to organizingconcepts they cannot grasp because they do nothave enough specific information related to whatthey are learning.

Motivation is a factor that affects the amount oftime students are willing to spend on sciencelearning. Students who have “choice and voice”in investigations they are conducting, whoengage in novel experiences, and who encounterunexpected outcomes usually develop theintrinsic motivation associated with long-term,sustainable intellectual growth that characterizeseffective learning transfer. Knowing that one iscontributing something meaningful to others (incooperative groups) is particularly motivating.Learners are also motivated when they are ableto see the usefulness of learning and when theycan use what they have learned to do somethingthat has an impact on others. Examples includetutoring or helping younger students learnscience or participatory science nights forparents, community members and other students.Seeing real life application of what studentshave learned creates the so-called “Aha”response when they fit concepts learned to actualsituations. Such transfer can be very motivatingto students.

A crucial element of learning transfer is relatedto the context of learning. Knowledge orconcepts that are taught in a single context areless likely to support transfer than is knowledgethat is taught and experienced in multiplecontexts. Students exposed to several contextsare more likely to abstract and intuit commonfeatures of experience and by so doing develop amore flexible representation of knowledge. Toaccomplish all of this, teachers of science2:

• Plan an inquiry-based science programfor their students

1. How People Learn, Expanded Edition;Bransford, John D; Chapter 3, Learningand Transfer; National Academy Press;Washinton D.C.; 2000

• Guide and facilitate learning• Use standards aligned texts and

supplemental materials• Engage in ongoing assessment of both

their teaching and student learning• Design and manage learning

environments that provide students withthe time, space, and resources neededfor learning science

• Develop communities of sciencelearners that reflect the intellectual rigorof science inquiry and the attitudes andsocial values conducive to sciencelearning

• Actively participate in the ongoingplanning and development of the schoolscience program

The following chart provides a way to gaugeinstructional transfer by monitoring studentbehavior or by using possible teacher strategies.The chart is adapted with permission from BSCS(Biological Science Curriculum Study) and isintended to be used to assess units of studyrather than individual lessons:

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The Learning CycleStage of Inquiry in anInquiry-Based Science

Program

Possible Student Behavior Possible Teacher Strategy

EngageAsks questions such as, Why did thishappen? What do I already knowabout this? What can I find out aboutthis? How can I solve this problem?Shows interest in the topic.

Creates interest. Generates curiosity.Raises questions and problems. Elicitsresponses that uncover studentknowledge about the concept/topic.

Explore

Thinks creatively within the limits ofthe activity.Tests predictions and hypotheses.Forms new predictions andhypotheses. Tries alternatives to solvea problem and discusses them withothers. Records observations andideas. Suspends judgment. Tests idea

Encourages students to work togetherwithout direct instruction from theteacher. Observes and listens tostudents as they interact. Asks probingquestions to redirect students'investigations when necessary.Provides time for students to puzzlethrough problems. Acts as a consultantfor students.

Explain

Explains their thinking, ideas andpossible solutions or answers to otherstudents. Listens critically to otherstudents' explanations. Questionsother students' explanations. Listensto and tries to comprehendexplanations offered by the teacher.Refers to previous activities. Usesrecorded data in explanations.

Encourages students to explain conceptsand definitions in their own words.Asks for justification (evidence) andclarification from students. Formallyprovides definitions, explanations, andnew vocabulary. Uses students'previous experiences as the basis forexplaining concepts.

Elaborate

Applies scientific concepts, labels,definitions, explanations, and skills innew, but similar situations. Usesprevious information to ask questions,propose solutions, make decisions,design experiments. Drawsreasonable conclusions from evidence.Records observations andexplanations

Expects students to use vocabulary,definitions, and explanations providedpreviously in new context. Encouragesstudents to apply the concepts and skillsin new situations. Reminds students ofalternative explanations. Refersstudents to alternative explanations.

Evaluate

Checks for understanding amongpeers. Answers open-ended questionsby using observations, evidence, andpreviously accepted explanations.Demonstrates an understanding orknowledge of the concept or skill.Evaluates his or her own progress andknowledge. Asks related questionsthat would encourage futureinvestigations.

Refers students to existing data andevidence and asks, What do you know?Why do you think...? Observes studentsas they apply new concepts and skills.Assesses students' knowledge and/orskills. Looks for evidence that studentshave changed their thinking. Allowsstudents to assess their learning andgroup process skills. Asks open-endedquestions such as, Why do you think...?What evidence do you have? What doyou know about the problem? Howwould you answer the question?

Chart 1 - The 5 E Model (R. Bybee)

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B. Principles and Domains of CulturallyRelevant and Responsive Pedagogy

1. Knowledge and Experiencea. Teachers must build their

personal knowledge ofcultures represented inthe classroom.

b. Teachers must identifycultural practices alignedwith specific learningtasks

c. Teachers must engagestudents in instructionalconversations that drawon their languagecompetencies outside theschool to serve aslearning norms ofreasoning within theacademic subject matter.

2. Social and Emotional Elementsa. Teachers must begin the

process of becomingmore caring andculturally competent byacquiring a knowledgebase about ethnic andcultural diversity ineducation.

b. Teachers must conduct acareful self-analysis ofwhat they believe aboutthe relationship amongculture, ethnicity, andintellectual ability.

c. Teachers must identifyand understand attitudesand behaviors that canobstruct studentachievement.

2. National Science Education Standards;Chapter 3, Science Teaching Standards;National Academy Press, WashingtonD.C.; 1996

3. Equity and Equalitya. Teachers must vary the

format of instruction byincorporating multi-

modality teaching thatallows students todemonstrate competencein different ways.

b. Teachers mustacknowledge and acceptthat students candemonstrate knowledgein non-traditional ways.

c. Teachers must buildknowledge andunderstanding aboutcultural orientationsrelated to preferredcognitive, interactive, andlearning styles.

4. Quality and Rigorous Instructiona. Teachers must emphasize

academic rigor at alltimes

b. Teachers must provideclear expectations ofstudent’saccomplishments.

c. Teachers must promotehigher order thinkingskills

5. Instructional strategiesa. Teachers must use

cooperative learning,apprenticeship, and peercoaching strategies asinstructional strategies.

b. Teachers must provideample opportunity foreach student to read,write, and speak.

c. Teachers must useconstructivist learningapproaches.Teachersmust teach through activeapplication of facts andskills by working withother students, use ofcomputers, and othermulti-media.

d. Teachers must providecontinuous feedback onstudents work

6. Pedagogical Approaches

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a. Teachers must assiststudents to use inductiveand deductive reasoningto construct meaning.

b. Teachers must scaffoldand relate students’everyday learning to theiraccumulative previousacademic knowledge

c. Teachers must modifycurriculum-learningactivities for diversestudents.

d. Teachers must believethat intelligence is aneffort-based rather thaninherited phenomenon

7. Assessment and Diagnosisa. Teachers must use testing

measurements fordiagnostic purposes.

b. Teachers must applyperiodic assessments todetermine students’progress and adjustcurriculum

c. Teachers must seekalternative approaches tofixed time tests to assessstudents’ progress.

d. Teachers mustsupplement curriculumwith more multi-culturaland rigorous tests.

e. Teachers must evaluatestudents of differentbackgrounds by standardsappropriate to them andtheir education and lifeexperience

C. Disciplinary LiteracyThe District initiative to advance contentliteracy for all students is termed“Disciplinary Literacy.” Disciplinary Literacycan be defined "as the mastery of both thecore ideas and concepts and the habits ofthinking" of that particular discipline. Thedriving idea is that "knowledge and thinkingmust go hand in hand." As one grows incontent knowledge, one needs to grow in the

habits of thinking for that discipline. The"work or function" of the teacher is to ensurethat all students learn on the diagonal. Thechart below, adapted from C. Giesler,Academic Literacy (1994), illustrates theDistrict disciplinary literacy goal for studentsto learn on the diagonal.

Figure 2 - Learning on the Diagonal

For students to learn on the diagonal, it is ofutmost importance for our teachers to useinstructional methods that promote thatlearning. The following chart, again afterGiesler, illustrates how teachers grow in theirability to teach learning on the diagonal.

Figure 3 - Teaching on the Diagonal

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The five following design principles forinstruction should be used to support allstudents learning on the diagonal:

1. Students learn core concepts and habitsof thinking within each discipline asdefined by standards.• All students are enabled and expectedto inquire, investigate, read, write,reason, represent, and talk as a scientist.• Students experience science conceptscharacterized by depth and consistency.

2. Learning activities, curricula, tasks, text,and talk apprentice students within thediscipline of science.• Students learn by "doing" science, byengaging in rigorous, on-goinginvestigations in science.• All lessons, assignments, materials,and discussion serve as scaffolding forstudents' emerging mastery of sciencecontent knowledge and scientific habitsof mind.

3. Teachers apprentice students by givingthem opportunities to engage in rigorousdisciplinary activity and providingscaffolding through inquiry, directinstruction, modeling and observation.

• Included in the Instructional GuideMatrices are sample performance tasks

with possible instructional scaffoldingstrategies.

Scaffolding is an instructional approach thatis contingent, collaborative, andinteractive and takes place in a socialcontext. In education, scaffolding willusually have some or all of the followingfeatures:

• continuity - tasks are repeated withvariations and connected to each other.• contextual support - a safe supportiveenvironment encourages exploration.• intersubjectivity - an environment ofmutual engagement and rapport.• contingency - tasks are adjusted by theactions of the learners• handover/takeover - as the learnerincreases in skills and confidence thefacilitator allows the learner to increasetheir role in learning.• flow - skills and challenges are inbalance with learners focused andworking in sync.

The table below adapted from Aida Walqui(2002) shows different scaffolding strategiesto which will give students opportunities toengage in rigorous academic endeavors

:

But are we sure of our observational facts? Scientific men are rather fond of sayingpontifically that one ought to be quite sure of one's observational facts beforeembarking on theory. Fortunately those who give this advice do not practice whatthey preach. Observation and theory get on best when they are mixed together, bothhelping one another in the pursuit of truth. It is a good rule not to put overmuchconfidence in a theory until it has been confirmed by observation. I hope I shall notshock the experimental physicists too much if I add that it is also a good rule not toput overmuch confidence in the observational results that are put forward until theyhave been confirmed by theory.

Sir Arthur Stanley Eddington (1882-1944) English astronomer and physicist.

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Some Strategies for Scaffolding

Modeling Provide examples of the new concept for thelearner to see and hear.

Bridging Connects the new learning to prior knowledgeand understanding.

Contextualizing Connects the new learning to real-life situations

Text Re-Presentation Changes the format of the information intoanother genre (i.e. a musical, a play, a song).

Schema Building Provides an organization of information (i.e.graphic organizers, outlines).

Metacognitive Development Provide students knowledge about and reflectionon their own thinking.

Table 1 - Some Strategies for Scaffolding

4. Intelligence is socialized throughcommunity, class learning culture andinstructional routines.• Students are encouraged to take risks, toseek and offer help when appropriate, to askquestions and insist on understanding theanswers, to analyze and solve problems;reflect on their learning, and learn from oneanother.• Class routines build a learning culture thatinvites effort by treating students as smart,capable, responsible learners.• Teachers arrange environments, use tools,establish norms and routines. andcommunicate to all students how to becomesmarter in science.

5. Instruction is assessment-driven.• Teachers use multiple forms of formal andinformal assessment and data to guideinstruction.• Throughout the year, teachers assessstudents' grasp of science concepts, theirhabits of inquiring, investigating, problem-solving, and communication.• Teachers use these assessments to tailorinstructional opportunities to the needs oftheir learners.• Students are also engaged in self-assessment to develop metacognitivedevelopment and the ability to manage theirown learning.

Technology is the knack of so arranging the world that we do not experience it.

Max Frisch (1911- ) Switzerland.

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IV. Overview of Assessment

A. Concepts for Assessment in ScienceInstruction in our district is assessment-driven. The Framework states "that effective science programsinclude continual assessment of student's knowledge and understanding, with appropriate adjustmentsbeing made during the academic year (p.11)."1 Assessments can be on demand or over a long period oftime.

The chart below, adapted from A Guide for Teaching and Learning, NRC (2000), gives some examplesof on demand and over time assessment.

Grant Wiggins and Jay McTighe state that, "The continuum of assessment methods includes checks ofunderstanding (such as oral questions, observations, and informal dialogues); traditional quizzes, tests,and open-ended prompts; and performance tasks and projects. They vary in scope (from simple tocomplex), time frame (from short-term to long-term), setting (from decontextualized to authenticcontexts), and structure (from highly to unstructured). Because understanding develops as a result ofongoing inquiry and rethinking, the assessment of understanding should be thought of in terms of acollection of evidence over time instead of an event a single moment in time test, at the end ofinstruction as so often happens in current practice.2

B. LAUSD Periodic Assessments in ScienceAs an integral element of the Secondary Periodic Assessment Program, Integrated/CoordinatedScience, Biology and Chemistry science assessments are designed to measure teaching and learning.The intent of these Periodic Assessments is to provide teachers and the LAUSD with the diagnosticinformation needed to ensure that students have received instruction in the science content specified bythe California Academic Content Standards, and to provide direction for instruction or additionalresources that students may require in order for students to become proficient in science. They arespecifically designed to:

• focus classroom instruction on the California Content Standards;• ensure that all students are provided access to the content in the Standards;• provide a coherent system for connecting the assessment of content with district programs and

adopted materials;• be administered to all students on a periodic basis;• guide instruction by providing frequent feedback that will help teachers target the specific

standards-based knowledge and skills that students need to acquire;• assist teachers in determining appropriate extensions and interventions;• motivate students to be responsible for their own learning;

On Demand Over Time

answering questionsmultiple choicetrue falsematching

constructedresponseessays

investigationsimmersion projectsresearch reportsprojects

portfoliosjournalslab notebooks

Chart 1 - Assessment Examples

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• provide useful information to parents regarding student progress toward proficiency of thestandards; and

• connect professional development to standards-specific student achievement data.Results from the Periodic Assessments should be used to specify immediate adjustments and guidemodifications in instruction to assist all students in meeting or exceeding the State’s science contentstandards.Each instructional module provides sample performance tasks that can be used to monitor studentprogress. These classroom level assessments, along with other teacher designed tests, studentevaluations, and student and teacher reflections, can be used to create a complete classroom assessmentplan.Results from classroom assessments and the Periodic Assessments provide administrators, teachers andstudents with immediate and useful information on progress toward achievement of the standards. Withresults and reflection, administrators, teachers and students can make informed decisions aboutinstruction.At the conclusion of each instructional component, students will take a Periodic Assessment that will bescored electronically. These diagnostic assessments are a more formal assessment of the student’saccomplishment of the standards within the science discipline but should not be considered the solemethod of assessing students’ content knowledge. Each assessment is designed to measure a range ofskills and knowledge.Each periodic assessment will consist of multiple-choice questions and one short constructed responsequestion. Each assessment will be scheduled within a testing window at regular intervals during theschool year. Science test booklets will be available in both English and Spanish.

Now, my own suspicion is that the universe is not only queerer than we suppose,but queerer than we can suppose. I have read and heard many attempts at asystematic account of it, from materialism and theosophy to the Christian system orthat of Kant, and I have always felt that they were much too simple. I suspect thatthere are more things in heaven and earth that are dreamed of, or can be dreamedof, in any philosophy. That is the reason why I have no philosophy myself, andmust be my excuse for dreaming.

John Burden Sanderson Haldane (1892-1964) English geneticist. Possible Worldsand other Essays (1927) "Possible Worlds".

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LOS ANGELES UNIFIED SCHOOL DISTRICT

Calendar for Biology and Chemistry Periodic Assessments

2005-2006

Calendar Parent ConferenceDates

Science PeriodicAssessment

Window

85% of SchoolYear for STAR

Testing *

Single Track November 14-18March 13-17June 12-16

November 21-29March 6 – March 10June 5 – June 9*

~ May 16

Year-Round (3-Track) Concept 6Track A October 31-Nov. 4

April 3-7June 19-23

November 7-14April 10-April 14June 12-June 16

~ May 27

Track B October 31-Nov. 4February 6-10June 19-23

November 7-14January 30-February 3June 12 – June 16

~ May 26

Track C September 6-9February 6-10April 24-28

September 12-16January 30 –February 3April 17-21

~ March 29

*The STAR testing period is traditionally a 3 week window that includes the date by which85% of the school year has been completed. Depending on the window decided by thedistrict, the last Periodic Assessment date may need to be adjusted.

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C. Scoring of District Periodic Assessments

The multiple-choice sections of each periodic assessment will be scored electronically at theschool site by each teacher. The short constructed response section will be scored by the teacherusing a four point rubric.

D. Unit Reflection, Intervention, EnhancementReflection and intervention is a part of daily classroom instruction and unit planning. Decisionsto simply review or to incorporate research-based practices to assist students in achieving thecomplex tasks identified in the science content standards are made each day as teachers assessstudent understanding. In addition, following each periodic assessment, time is set aside forreflection, intervention, and lesson planning as students and teachers review assessment scoresand strategically establish a course of action before moving on to the next instructionalcomponent. To aid in post-assessment discussion, each teacher will receive with each form of theassessment a detailed answer key and answer rationale document that can be used for reflectionand discussion of the standards.Using the answer rationale document with the explanation of the distracters for each standards-aligned test item, teachers can discuss common misconceptions and beliefs related to each itemwith their students. It must be noted that at the present, 4 days are set aside for formalintervention and/or enhancement of the assessed Instructional Component. To enhance postassessment dialogue, a professional development module will be provided for each component.

The men of experiment are like the ant, they only collect and use; the reasonersresemble spiders, who make cobwebs out of their own substance. But the bee takesthe middle course: it gathers its material from the flowers of the garden and field,but transforms and digests it by a power of its own. Not unlike this is the truebusiness of philosophy (science); for it neither relies solely or chiefly on thepowers of the mind, nor does it take the matter which it gathers from naturalhistory and mechanical experiments and lay up in the memory whole, as it finds it,but lays it up in the understanding altered and disgested. Therefore, from a closerand purer league between these two faculties, the experimental and the rational(such as has never been made), much may be hoped.

Francis Bacon, Novum Organum, Liberal Arts Press, Inc., New York, p 93. (5)

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E. Sample Periodic Assessment Questions

Biology Released Test QuestionsThis is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projectedbased on performance on released test questions. Copyright © 2004 California Department of Education.C A L I F O R N I A S TA N DA R D S T E S T

_1 Two students were testing the amount of fertilizerthat would best promote the growth of strawberriesin a garden. Which of the following could be anunavoidable source of experimental error?A length of the studyB variation in the strawberry plantsC the cost of watering the plantsD fertilization during the study

_2 A computer model of cellular mitosis can simulatethe aspects of cellular division quite well. However,microscopic observation of actual cellular mitosis canimprove understanding because actual observationsA may reveal greater unknown complexities.B are easier than a computer model to view.C are the same each time.D may provide division events in sequence.

_4 The cell membrane of the red blood cell will allowwater, oxygen, carbon dioxide, and glucose to passthrough. Because other substances are blocked fromentering, this membrane is calledA perforated.B semi-permeable.C non-conductive.D permeable

._6 Which molecule in plant cells first captures theradiant energy from sunlight?A glucoseB carbon dioxideC chlorophyllD adenosine triphosphate

_7 A cell from heart muscle would probably haveanunusually high proportion ofA lysosomes.B mitochondria.C mRNA.D Golgi bodies.

_8 If a corn plant has a genotype of Ttyy, what arethe possible genetic combinations that could bepresent in a single grain of pollen from thisplant?A Ty, tyB TY, tyC TY, Ty, tyD Ty, ty, tY, TY

_9 In fruit flies, the gene for red eyes (R) is dominantand the gene for sepia eyes (r) is recessive. What arethe possible combinations of genes in the offspring oftwo red-eyed heterozygous flies (Rr)?A RR onlyB rr onlyC Rr and rr onlyD RR, Rr, and rr only

_10 In certain breeds of dogs, deafness is due to arecessive allele (d) of a particular gene, and normalhearing is due to its dominant allele (D). Whatpercentage of the offspring of a normal heterozygous(Dd) dog and a deaf dog (dd) would be expected tohave normal hearing?A 0%B 25%C 50%D 100%

_13 Which of these would most likely cause amutation?A the placement of ribosomes on the endoplasmicreticulumB the insertion of a nucleotide into DNAC the movement of transfer RNA out of the nucleusD the release of messenger RNA from DNA

_14 Although there are a limited number of aminoacids, many different types of proteins exist becausetheA size of a given amino acid can vary.B chemical composition of a given amino acid can vary.C sequence and number of amino acids is different.D same amino acid can have many different properties.

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_15 5' G T A _ _ _ A A 3' 3' C A T G C A T T 5'This segment of DNA has undergone a mutation inwhich three nucleotides have been deleted. A repairenzyme would replace them withA CGT.B GCA.C CTG.D GTA.

_16 The bacterium Agrobacterium tumefaciens infectsplants, and a portion of its DNA is inserted into theplant’s chromosomes. This causes the plant toproduce gall cells, which manufacture amino acidsthat the bacterium uses as food. This process is anatural example ofA polyploidy.B genetic manipulation.C grafting.D hybridization.

_17 Scientists found that, over a period of 200 years,a mountain pond was transformed into a meadow.During that time, several communities of organismswere replaced by different communities. Which ofthese best explains why new communities were ableto replace older communities?A The original species became extinct.B Species in the older community died from old age.C The abiotic characteristics of the habitat changed.D Diseases that killed the older organisms disappeared.

_18 Rabbits introduced into Australia over 100 yearsago have become a serious pest to farmers. Rabbitpopulations increased so much that they displacedmany native species of plant eaters. What is the mostlogical explanation for their increased numbers?A Rabbits have a high death rate.B There are few effective predators.C Additional rabbit species have been introduced.D There is an increase in rabbit competitors.

_19 Complete burning of plant material returnscarbon primarily to theA herbivores.B water.C vegetation.D atmosphere.

_21 In carrier pigeons there is a rare inheritedcondition that causes the death of the chicks beforehatching. In order for this disease to be passed fromgeneration to generation there must be parent birdsthatA are heterozygous for the disease.B have the disease themselves.C produce new mutations for this disease.D are closely interbred.

_22 Which of these best illustrates natural selection?A An organism with favorable genetic variations willtend to survive and breed successfully.B A population monopolizes all of the resources in itshabitat, forcing other species to migrate.C A community whose members work together utilizesall existing resources and migratory routes.D The largest organisms in a species receive the onlybreeding opportunities.

_23 A species of finch has been studied on one of thegeographically isolated Galapagos Islands for manyyears. Since the island is small, the lineage of everybird for several generations is known. This allows afamily tree of each bird to be developed. Some familygroups have survived and others have died out. Thegroups that survive probably haveA interbred with other species.B inherited some advantageous variations.C found new places on the island to live.D been attacked by more predators.

_24 A small population of chimpanzees lives in ahabitat that undergoes no changes for a long period.How will genetic drift probably affect thispopulation?A It will accelerate the appearance of new traits.B It will promote the survival of chimpanzees withbeneficial traits.C It will increase the number of alleles for specific traits.D It will reduce genetic diversity.

_25 A single species of squirrel evolved over time intotwo species, each on opposite sides of the GrandCanyon. This change was most likely due toA higher mutation rates on one side.B low genetic diversity in the initial population.C the isolation of the two groups.D differences in reproductive rates.

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_26 In order for the body to maintain homeostasis,the chemical decomposition of food to produceenergy must be followed byA water intake.B muscle contractions.C waste removal.D nervous impulses.

_27 The respiratory system depends on the nervoussystem for signals toA enhance the amount of available oxygen in the lungs.B coordinate muscles controlling breathing.C release enzymes to increase the exchange of gases.D exchange gases with the circulatory system.

_28 Striking the tendon just below the kneecapcauses the lower leg to jerk. Moving an objectquickly toward the face can cause the eyes to blinkshut. These are examples ofA learned responses.B short-term memory.C reflex reactions.D sensory overload.

_29 The Sabin vaccine is a liquid containingweakened polio viruses. Vaccinated individualsbecome protected against polio because the weakenedvirusesA prevent further viral invasion.B induce an inflammatory response.C promote production of antibodies.D are too weak to cause illness.

_30 Which of the following require a host cellbecause they are not able to make proteins on theirown?A blue-green algaeB bacteriaC protozoansD viruses

Question Number Correct Answer Standard Year of Test1 B Biology I&E 1b 20032 A Biology I & E 1g 20044 B Biology 1a 20046 C Biology 1f 20037 B Biology 1g 20048 A Biology 2 20049 D Biology 2g 200310 C Biology 3a 200313 B Biology 4c 200314 C Biology 4e 200415 A Biology 5b 200416 B Biology 5c 200317 C Biology 6b 200318 B Biology 6c 200419 D Biology 6d 200321 A Biology 7b 200422 A Biology 7 d 200423 B Biology 8a 200424 D Biology 8c 200425 C Biology 8d 200326 C Biology 9a 200327 B Biology 9b 200328 C Biology 9b 2004

4-8

29 C Biology 10c 200430 D Biology 10d 2003

5-1

V. Biology

A. Introduction to the Biology Science Section

District Course Name: Biology AB

Thumbnail Description: Annual Course—Grades 9–12 Prerequisite–- Concurrent enrollment orcompletion of Algebra I

Course Code Number and Abbreviation:

36-07-01 Bio A (41-36-19 Biology A (Students withdisabilities served in SDC))36-07-02 Bio B (41-36-20 Biology B (Students withdisabilities served in SDC))

Brief Course Description:The major purpose of this laboratory-based college preparatory course is to provide understanding ofthe basic biological concepts: the diversity of organisms; the cell; heredity; matter, energy, andorganization of living systems; evolution of living systems; physiology; the biosphere andinterdependence of abiotic and biotic factors. Focus is on active student participation in laboratoryinvestigations and the development of critical-thinking skills. Biology AB meets the Grades 9-12District life science graduation requirement (Students must complete one year of a physical anda life science requirement). This course meets one year of the University of California ‘d’entrance requirement for laboratory science.

Contents of this Section:

• Biology Periodic Assessments Organizer - A place for you to write down the 5 day windowfor your assessment.

• Science Instructional Guide Graphic Organizer Overview for Biology - Provides the userwith the Content Standards for the 2 Periodic Diagnostic Assessments.

• Legend Key for Matrix Chart - Provides a key that explains the Matrix Chart.

LAUSD - Biology Matrix Chart - Contains the Content Standards, the standards grouped in ContentStandard Groups, the Standards Analyzed, and Instructional Resources with Sample PerformanceTasks, Sample Scoring Criteria, Some Suggested Concepts and Skills to Support Student Success onthe Sample Performance Task, and Possible Standards Aligned Resources.

5-2

Biology Grade

Periodic Assessments Organizer

This page will serve as a reference for you. Please fill in your appropriate track periodic assessment dates. Also fill in the dates for 4days of reflection, intervention, and enrichment following the first periodic assessments.

Biology PeriodicAssessment

PeriodicAssessment

I

4 dayReflection,

Intervention,Enrichment

PeriodicAssessment II

4 day Reflection,Intervention,Enrichment

PeriodicAssessment III

Reflection,Intervention,Enrichment

AssessmentWindow Single

Track

AssessmentWindow Three

Tracks

AssessmentWindow Four

Tracks

5-3

Science Instructional Guide Graphic OrganizerOverview For Biology

-

Science InstructionalGuide Overview

I. Major DistrictInitiatives

SecondaryLiteracy Plan

IFL NinePrinciples ofLearning

CulturallyRelevantTeachingMethods toClose theAchievementGap

Small LearningCommunities

LAUSP MSP-SCALE

II. State of CaliforniaDocument

The CaliforniaContentStandards

ScienceFramework forCaliforniaPublic Schools

CaliforniaStandards forthe TeachingProfession

III. Science Pedagogy

IV. Assessment Periodic

Assessment Scoring of

PeriodicAssessments

Unit Reflectionand Intervention

Appendix

InstructionalComponent 1 (1b, 1h, 4e, 4f),(1a, 1c, 1e, 1j),(1f, 1g, 1i), (1d, 4a, 4b,4c, 5a, 5b, 7c), (4d, 5c,5d, 5e),• Content Standard Group• Analyzed Standard• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

InstructionalComponent 3 (9a, 9f, 9g, 9i), (9b,9d, 9e, 9h), (9c, 9i),(10a, 10b, 10c, 10d,10e, 10f), (6a, 6b, 6c,6d, 6e, 6f),• Content Standard Group• Analyzed Standard• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

OverarchingInstructionalComponents• Review andRe-teach• Review resultsof PeriodicAssessments• ExtendedLearningInterventions•Student/teacherreflection onstudent work• End of unitassessments• Use of data

SciencePeriodic

Assessment 1

InstructionalComponent 2 (2b, 2d, 2e, 2f),(2a, 2c, 3b, 3d),(2g, 3a, 3c), (7a, 7c, 7d,8a, 8b, 6g, 8e), (7b, 7e,7f), (8c, 8d), (8e, 8f, 8g)• Content Standard Group• Analyzed Standard• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

NOTE: The Instructional Guide Matrix that follows lays out an “instructional pathway” that teachers may use as a guide forteaching the Standards Set for each Instructional Component. Explanations within each box or column of the Legend on this pagedescribe the information that a teacher will find in the boxes and columns of the matrix that follows this Legend.

SciencePeriodic

Assessment 1

SciencePeriodic

Assessment 1

5-4

LAUSD - High School Instructional GuideLegend for Matrix Chart

Standards for Instructional ComponentThe Standard Sets lay the foundation for each Instructional Component. The standards to be learned during this Instructional Component are listednumerically and alphabetically for easy reference and do not intend to suggest any order of teaching the standards.

Content Standard Group:The standards within each Standard Set are organized into smaller “Standard Groups” that provide a conceptual approach for teaching the standardswithin each Instructional Component.Key Concept for the Content Standard Group: The Key Concept signifies the “big idea” represented by each Standards Group.

Analyzed StandardsThe Standards grouped herecover the Key Concept.

Instructional Resources Connections and Notes

Analyzed Standards are atranslation of the State's contentstandards (that begin withstudents know) into statementsof student performance thatdescribes both the activity andthe "cognitive" demand placedon the students. The detaileddescription of the contentstandards in the ScienceFramework for CaliforniaPublic Schools: KindergartenThrough Grade Twelve (2003)was used extensively in thedevelopment of the analyzedstandards.

Possible Standards Aligned ResourcesA. Text ActivitiesLaboratory and other supplemental activities that address the Standards taken from thesupplemental materials of the cited textbooks.

B. Supplemental Activities/ResourcesLaboratory and other supplemental activities that address the Standards taken from variouscited sources

C. Text Book ReferencesTextbook references from LAUSD adopted series that have been correlated with theContent Standard Group. (The standard(s) for each reference are in parenthesis before thepage numbers.) The textbooks referenced are:Holt Modern Biology, 2002Prentice Hall Biology (Miller Levine), 1998Glencoe Biology The Dynamics of Life, 2005

Connections to Investigation andExperimentation standards (I&E),English Language Arts Standards(ELA) and Math Standards(Algebra 1 and Geometry) andspace for teachers to make theirown notes.

5-5

LAUSD - High School Instructional Guide Biology

Instructional Component 1Standard Group 1 Macromolecules1.b. Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on thetemperature, ionic conditions, and the pH of the surroundings.1.h. Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from small collection of simpleprecursors.4.e. Students know proteins can differ from one another in the number and sequence of amino acids.4.f.* Students know why proteins having different amino acid sequences typically have different shapes and chemical properties.

Standard Group 2 Cellular Structures1.a. Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surrounding.1.c. Students know how prokaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.1.e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins.1.j.* Students know how eukaryotic cells are given shape and internal organization by cytoskeleton or cell wall or both.

Standard Group 3 Cellular Energetics1.f. Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.1.g. Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide.1.i.* Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production.

Standard Group 4 Central Dogma1.d. Students know the central dogma of molecular biology outline the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation ofproteins on ribosomes in the cytoplasm.4.a. Students know the general pathway by which ribosomes synthesize proteins, using tRNA to translate genetic information in mRNA.4.b. Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA.4.c. Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in the encodedprotein.5.a. Students know the general structures and functions of DNA , RNA, and protein.5.b. Students know how to apply base-pairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNAinto mRNA.7.c. Students know new mutations are constantly being generated in a gene pool.

Standard Group 5 DNA Technology4.d. Students know specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences of the genesthemselves.5.c. Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products.5.d.* Students know how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, ligation, and transformation) is used to constructrecombinant DNA molecules.

5-6

5.e.* Students know how exogenous DNA can be inserted into bacterial cells to alter their genetic makeup and support expression of new protein products.

5-7

LAUSD - High School Instructional Guide Biology

Instructional Component 1 - Matrix

Standard Group 11.b. Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on thetemperature, ionic conditions, and the pH of the surroundings.1.h. Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from small collection of simpleprecursors.4.e. Students know proteins can differ from one another in the number and sequence of amino acids.4.f.* Students know why proteins having different amino acid sequences typically have different shapes and chemical properties.

Standard Group I Key Concept – Macromolecules

Analyzed Standards1b, 1h, 4e, 4f

Instructional Resources Connection and Notes

1b• Predict how changes in various

environmental conditions (e.g.,temperature, pH, substrate concentration,and ionic conditions) will affect anenzymatic reaction

• Interpret a graph that depicts enzymemediated vs. non-enzyme mediatedreactions

1h• Compare and contrast the structure of

carbohydrates, lipids, proteins and nucleicacids

• Model the synthesis of polymers frommonomers

4e• Recognize that proteins can differ in

number and sequence of amino acids4f

• Construct models of polypeptides• Draw and label an amino acid• Explain how the protein structure and

function are influenced by R groups

Text Activities

Glencoe Lab ManualWhat is the Action of Diastase? (1b) pp. 31-34Test for Organic Compounds (1h) pp. 27-30

Holt Quick Labs A1-A34Observing Enzyme Detergents (1b) pp. 145-148Identifying Organic Compounds in Foods (1h) pp. 131-134

Holt Forensics and Applied Science ExperimentsDiffusion and Cell Membranes (1a) pp. 141-144

Prentice Hall Lab Manuals (A and B)A-Identify Organic Compounds (1h) pp. 59-64B-Discovering Where Proteins are Found (4e) pp. 59-61

Supplemental Activities/Resources

• BSCS, 8th ed. Blue Version- Investigation 2C Enzyme Activitypp. 704-707 (1b)

• Holt Biosources Lab Program- Laboratory Techniques C5Observing the Effects of Concentration on Enzyme Activity(1b)

Connection: While discussing enzymes (1b)students could be introduced to digestivesystem enzymes (9f)

Connection: While discussingmacromolecules (1h) students could makeconnections with specific digestive hydrolyticenzymes that produce organic monomers (9f)

Connection: While conducting experimentson macromolecules (1h) students couldidentify topics, ask and evaluate questions;and develop ideas leading to inquiry,investigation,and research (ELA Std 1.4)

Connection: Word problems can be createdusing biological concepts that have anindependent and a dependent variable.Students design an experiment that tests theeffect of temperature on the time it takesamylase to break down starch (algebra 17.0and Bio 1b).

5-8

Analyzed Standards1b, 1h, 4e, 4f

Instructional Resources Connection and Notes

(1b)• Prentice Hall- Teacher Demonstration Chapter 4 pp. 3-5 (1b)• Give students toothpicks and polystyrene balls and ask them to

make a three-dimensional model of a simple compound. (1h)• Hoagland, Mahlon & Dodson, Bert. (1995) The Way Life

Works Three Rivers Press New York pp. 108-109 (4f)

Textbook References

Glencoe(1b) pp. 161-165(1h) pp. 158-161(4e) pp. 161(4f) pp. 161

Holt(1b) pp. 44-57(1h) pp. 51-56, 59(4e) pp. 57-59, 208-209(4f) pp. 56-57

Prentice Hall(1a) pp. 184-189, 191(1c) pp. 172-183, 190-191(1e) pp. 177-178(1j) pp. 176, 473, 497, 499, 665, 957

and Bio 1b).

While investigating the actions of enzymes(1b) students could use probes (I&E 1a) andcould analyze their findings by identifying andcommunicating sources of unavoidable error(I&E 1b) and identify possible reasons ofinconsistent results (I&E 1 c)

5-9

LAUSD - High School Instructional Guide Biology

Instructional Component 1 - Matrix

Standard Group 2 Cellular Structures1.a. Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surrounding.1.c. Students know how prokaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.1.e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins.1.j.* Students know how eukaryotic cells are given shape and internal organization by cytoskeleton or cell wall or both.

Standard Group 2 Key Concept – Cellular Structures

Analyzed Standards1a, 1c, 1e, 1j

Instructional Resources Connection and Notes

1a• Use the fluid mosaic model to illustrate

and explain the structure and function ofthe cell membrane

• Predict the movement of different typesof molecules across semipermeablemembranes

• Distinguish between active and passivetransport along concentration gradients

• 1c

• Analyze the structural differencesbetween viruses and cells

• Compare and contrast prokaryotic cellsand eukaryotic cells

1e• Explain the role of ER, Golgi apparatus,

and secretory vesicles in protein synthesisand transport

• Differentiate between the functions ofsmooth ER and rough ER

1j

Text Activities

Glencoe Lab ManualNormal and Plasmolyzed Cells (1a) pp. 43-44

Holt Quick Labs A1-A34Modeling Cells: Surface Area to Volume (1a) pp. 5-6Demonstrating Diffusion (1a) pp. 7-8

Holt Forensics and Applied Science ExperimentsDiffusion and Cell Membranes (1a) pp. 141-144

Prentice Hall Lab Manuals (A and B)A-Observing Osmosis (1a) pp. 85-90A- Observing Specialized Cells (1c) pp. 101-105

Supplemental Activities/Resources

BSCS, 8th ed. Blue Version Investigation 3A DiffusionThrough A Dialysis Tubing (1a)

Holt Biosources Lab Program Inquiry Skills B3 Diffusion and Cell membranes pp. 9-12 (1a) Potato Lab

http://www.eurekacityschools.org/ehs/riggsw/PotatoLab.htm(1a)

Connection: While discussing the differencesbetween eukaryotes, prokaryotes, and viruses(1c) students could be introduced to conceptsrelated to the immune system (10d)

Connection: Prokaryotes, such as bacteriaexhibit exponential growth whereaseukaryotes, such as animal cells exhibit lineargrowth(1c). In this section of study, studentscan calculate the exponential growth and workwith exponents in the process (algebra 2.0).

Connection: While discussing the plasmamembrane (1a), students could compute thevolumes and surface area (geometry 9.0) andanalyze the effects of surface area to volumeratio on cell size (geometry 11.0)

5-10

Analyzed Standards1a, 1c, 1e, 1j

Instructional Resources Connection and Notes

• Illustrate how the cytoskeleton or cellwall gives shape and internal organizationto the eukaryotic cell

• Describe the structure and function ofmicrotubules, flagella, and cytoskeleton

Virtual Lab Book 5th Edition Osmosis and Diffusion LabWysiwyg://49/http://www.sidwelledu/us/sci…ffusion_Lab/osmosis_ diffusion_ lab.html (1a)

Prentice Hall Chapter 5 Laboratory Worksheet pp. 9-12 (1a) Activities to Go Cell Organelle Project

http://www.accessexcellence.org/AE/ATG/data/released/0628-JohnAusema/ (1e)

Roland, John Human Biology Activities Kit pg. 30 (1e) Group students and have them build models of a plasma

membrane using material such as polystyrene “peanuts,” yarn,pipe cleaners, and popsicle sticks.(1a)

Textbook References

Glencoe(1a) pp. 175-179, 194-200(1c) 173-174, 186-187, 476-477, 484-487(1e) 181-183(1j) 185-187

Holt(1b) pp. 44-57(1h) pp. 51-56, 59(4e) pp. 57-59, 208-209(4f) pp. 56-57

Prentice Hall(1a) pp. 184-189, 191(1c) pp. 172-183, 190-191(1e) pp. 177-178(1j) pp. 176, 473, 497, 499, 665, 957

5-11

LAUSD - High School Instructional Guide Biology

Instructional Component 1 - Matrix

Standard Group 3 Cellular Energetics1.f. Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.1.g. Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide.1.i.* Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production

Standard Group 3 Key Concept – Cellular Energetics

Analyzed Standards1f, 1g, 1i

Instructional Resources Connection and Notes

1f• Explain how the structure of the

chloroplast relates to its function• Differentiate between the products and

reactants of light reactions and light-independent reactions

• Trace the reactant molecules as they gothrough the process of photosynthesis

• Observe a plant cell under a microscopeand identify chloroplasts

• Predict the effect of varying intensities oflight on the rate of photosynthesis

• 1g

• Explain how the structure of themitochondrion relates to its function

• Identify the products and reactants of cellrespiration

1i• Explain how membranes are used to

create proton gradients that generate ATPsynthesis in both chloroplasts andmitochondria

Text Activities

Holt Lab Techniques and Experimental DesignStaining and Mounting Stem Cross sections (1f) pp. 171-176Holt Quick Labs A1-A34Inferring Structure from Function (1f) pp. 37-38

Prentice Hall Lab Manuals (A and B)Measuring the Effect of Light Intensity on Photosynthesis (1f) pp. (91-94)Observing Respiration (1g) pp. 95-99

Supplemental Activities/Resources Elodea Lab

http://www.ncsec.org/cadre2/team22_2/teachers/elodealab.htm (1f) Elodea Lab Prentice Hall Ch. 6 Laboratory Worksheet pp. 7-10 (1f,

g) Chromatography

http://chemistry.about.com/cs/howtos/ht/paperchroma.htm Chromatography lab can also be found in AP Biology Laboratory

Manual Have students examine live (or preserved) specimens of green, brown,

and red algae to observe the difference in pigments (1f)

Textbook References

Connection: When discussing cellularrespiration (1g) students could be introducedto the human respiratory system (9a)

Connection: When discussing photosynthesisand cellular respiration (1f & 1g), studentscould be introduced to the carbon cycle (6d)

5-12

Analyzed Standards1f, 1g, 1i

Instructional Resources Connection and Notes

Glencoe(1f) pp. 184, 225-230(1g) pp. 185, 231-237(1i) pp. 226-234

Holt(1f) pp. 80-89(1g) pp. 80, 131-144(1i) pp. 18, 139-140, 469,470, 1079

Prentice Hall(1f) pp. 180, 204-214(1g) pp.180, 222-232(1i) pp. 210-211, 228-229

5-13

LAUSD - High School Instructional Guide Biology

Instructional Component 1 - Matrix

Standard Group 4 Central Dogma1.d. Students know the central dogma of molecular biology outline the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation ofproteins on ribosomes in the cytoplasm.4.a. Students know the general pathway by which ribosomes synthesize proteins, using tRNA to translate genetic information in mRNA.4.b. Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA.4.c. Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in the encodedprotein.5.a. Students know the general structures and functions of DNA , RNA, and protein.5.b. Students know how to apply base-pairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNAinto mRNA.7.c. Students know new mutations are constantly being generated in a gene pool.

Standard Group 4 Key Concept – Central Dogma

Analyzed Standards1d, 4a, 4b, 4c, 5a, 5b, 7c

Instructional Resources Connection and Notes

1d• Summarize how proteins are formed by

the processes of transcription in thenucleus and translation in the cytoplasm

• Recognize the roles of DNA, RNA, andribosomes in making proteins

4a• Explain the relationship between the

structure and function of tRNA, mRNA,and rRNA (ribosomes)

• Simulate the processes of transcriptionand translation with representative models

• Distinguish between codons andanticodons

4b• Construct mRNA sequences (including

start and stop codons) from a given DNAsequence

• Predict the primary structure (amino acidsequence) of proteins by using the geneticcode table

Text Activities

Glencoe Lab ManualDNA Sequencing (4b) pp. 79-82

Holt Quick Labs A1-A34Making Models (5b) pp. 13-14

Prentice Hall Lab Manuals (A and B)A-Extracting DNA (5a) pp. 113-118A-Building a DNA Model (5a) pp. 105-107

Supplemental Activities/Resources

Monstrous Mutations http://www.iit.edu/~smile/cb1298.htm(4c)

Biosources Holt Quick Lab A7 Making Models pp. 13-14 (5a) DNA Extraction

http://biotech.biology.arizona.edu/labs/DNA_extraction_onion_studt.html (5a)

Connection: While tracing the discovery ofthe structure of DNA (5a) students couldrecognize the cumulative nature of scientificevidence (I&E 1k).

5-14

Analyzed Standards1d, 4a, 4b, 4c, 5a, 5b, 7c

Instructional Resources Connection and Notes

sequence) of proteins by using the geneticcode table

• Differentiate between mRNA processing(introns and exons) in prokaryotes andeukaryotes

• Predict the sequence of amino acids in aprotein from the genetic information ofDNA

4c• Define mutation as a change in genetic

code and distinguish between differentkinds of mutations

• Differentiate between the impact ofsomatic cell mutations and germ cellmutations (cancer vs. genetic anomalies)

5a• Sketch and identify the parts of the

nucleotide• Distinguish between the nitrogen bases

found in nucleotides (A, T, G, C, U)• Explain the rule of complementary base

pairing in DNA replication• Compare and contrast the structures and

functions of DNA and RNA• Recognize that different proteins have

distinct functions• Recognize that proteins required by the

cell are produced at different times asneeded

5b• Apply complementary base pairing rules

to explain the replication of DNA• Summarize the steps of semiconservative

DNA replication• Construct a model of DNA

studt.html (5a) Sickle cell case study

http://www.ctbiobus.org/curriculum/pdfs/mysteryofthecrookedcell_04.pdf (4b)

Have students research one of the people involved in thediscovery of the structure and function of DNA: Griffith,Avery, Hershey, Paouling, Chase, Chargaff, Franklin, Wilkins.

Assign students different role and have them role play theprocess of protein synthesis so they can visualize this abstractprocess.

Textbook References

Glencoe(1d) pp. 288-295(4a) pp. 293-295(4b) pp. 292-292(4c) pp. 296-301(5a) pp. 281-284, 288-290, 160-161(5b) pp. 284-287, 290-291(7c) pp. 296-301

Holt(1d) pp. 204-210(4a) pp. 200-210(4b) pp. 217-226(4c) pp. 239-246(5a) pp. 193-210(5b) pp. 200-202(7c) pp. 317-325

Prentice Hall(1d) pp. 300-306(4a) pp. 302-306(4b) pp. 295-297,309-312(4c) pp. 308-309

5-15

Analyzed Standards1d, 4a, 4b, 4c, 5a, 5b, 7c

Instructional Resources Connection and Notes

7c• Explain how additions, deletions and

substitutions result in mutations in a genepool

• Analyze conditions that may causechanges in a gene pool

• Determine whether mutations arebeneficial, neutral or harmful dependingon the environmental conditions

• Explain why traits cannot be eliminatedfrom a population by selective breeding

(5a) pp. 287-291, 300-306(5b) pp. 300-306(7c) pp. 393-400

5-16

LAUSD - High School Instructional Guide Biology

Instructional Component 1 - Matrix

Standard Group 5 DNA Technology4.d. Students know specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences of the genesthemselves.5.c. Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products.5.d.* Students know how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, ligation, and transformation) is used to constructrecombinant DNA molecules.5.e.* Students know how exogenous DNA can be inserted into bacterial cells to alter their genetic makeup and support expression of new protein products.

Standard Group 5 Key Concept – DNA Technology

Analyzed Standards4d, 5c, 5d, 5e

Instructional Resources Connection and Notes

4d• Summarize how proteins are formed by

the processes of transcription in thenucleus and translation in the cytoplasm

• Recognize the roles of DNA, RNA, andribosomes in making proteins

5c• Model the recombinant DNA process

(genetic engineering)• Identify practical applications of genetic

engineering in agriculture and medicine5d

• Explain how restriction enzymes can beused to make recombinant DNA

• Compare and analyze DNA fingerprints5e

• Summarize the process of DNAtransformation or a gene transferexperiment (5e)

• Compare selective breeding and thenatural process of horizontal DNAtransfer (5e)

Text Activities

Glencoe Lab ManualDNA Sequencing (5d) pp. 79-82

Holt Lab Techniques and Experimental DesignDNA Whodunit (5d) pp. 71-78

Prentice Hall Lab Manuals (A and B)A-Investigating Gel Electrophoresis (5c & 5d)pp. 119-122

Supplemental Activities/Resources

Holt Focus Activity Ch. 8 Making a Genetic Engineering Modelpp. 187-188 (5c)

Prentice Hall Ch. 12 Genetic Engineering Skill Activity pp. 3-4(5c)

Cell specialization http://www.beyondbooks.com/lif71/4h.asp (4d)

Textbook References

Connection: While discussing DNAtechnology (5c, 5d, 5e) and stem cells(4d)students could investigate a science-basedsocietal issue (I&E m.) and construct andjudge the validity of a logical argument andgive counter examples to disprove a statement(geometry 3.0)

Connection: While discussing cellspecialization (4d) students could beintroduced to stem cells and engage in severalELA lessons. 2.3 Write research reports:a. Pose relevant and tightly drawn questionsabout the topic.b. Convey clear and accurate perspectives onthe subject.c. Include evidence compiled through theformal research process (e. card catalog,Reader’s Guide to Periodical Literature, acomputer catalog, newspapers, dictionaries).d. Document reference sources by means offootnotes and a bibliography.

5-17

Analyzed Standards4d, 5c, 5d, 5e

Instructional Resources Connection and Notes

Glencoe(4d) pp. 210(5c) pp. 347-356(5d) pp. 341-344, 348, 354-355(5e) pp. 342-344

Holt(4d) pp. 217-228(5c) pp. 258-259(5d) pp. 257, 264, 274-275(5e) pp. 268, 662, 255-275

Prentice Hall(4d) pp. 301-305, 999(5c) pp. 322-333(5d) pp. 324-329(5e) pp. 268, 662, 255-275

2.4 Write persuasive compositions:a. State a clear position or perspective insupport of a proposition orb. Describe the points in support of theproposition, employing well-evidence.c. Anticipate and address reader concerns andcounterarguments.

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LAUSD - High School Instructional Guide Biology

Instructional Component 2 - Matrix

Standard Group 1 Gamete Formation and Fertilization2.b. Students know only certain cells in a multicellular organism undergo meiosis.2.d. Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization).2.e. Students know why approximately half of an individual’s DNA sequence comes from each parent.2.f. Students know the role of chromosomes in determining an individual’s sex.

Standard Group 2 Meiosis and Mendel’s Law2.a. Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametescontaining one chromosome of each type.2.c. Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete.3.b. Students know the genetic basis for Mendel’s Law of segregation and independent assortment.3.d.* Students know how to use data on frequency of recombination at meiosis to estimate genetic distance between loci and to interpret genetic maps of chromosomes.

Standard Group 3 Probability of Inheritance2.g. Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parent.3.a. Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked,dominant or recessive).3.c.* Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes.

Standard Group 4 Natural Selective6.g.* Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms throughgenetic change.7.a. Students know why natural selection acts on the phenotype rather than the genotype of an organism.7.c. Students know new mutations are constantly being generated in a gene pool.7.d. Students know variation within a species increases the likelihood that a least some members of a species will survive under changed environmental conditions.8.a. Students know how natural selection determines the differential survival of groups of organisms.8.b. Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment.

Standard Group 5 Population Genetics7.b. Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.7.e.* Students know the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature.7.f.* Students know how to solve the Hardy-Weinberg equation to predict the frequency of genotypes in a population, given the frequency of phenotypes.

Standard Group 6 Mechanisms for Evolution8.c. Students know the effects of genetic drift on the diversity of organisms in a population.

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8.d. Students know reproductive or geographic isolation affects speciation.

Standard Group 7 Evidence for Evolution8.e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.8.f.* Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram)that shows probable evolutionary relationships.8.g.* Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how longago various groups of organisms diverged evolutionarily from one other.

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LAUSD - High School Instructional Guide Biology

Instructional Component 2 - MatrixStandard Group 1 Gamete Formation and Fertilization2.b. Students know only certain cells in a multicellular organism undergo meiosis.2.d. Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization).2.e. Students know why approximately half of an individual’s DNA sequence comes from each parent.2.f. Students know the role of chromosomes in determining an individual’s sex

Standard Group I Key Concept – Gamete Formation & Fertilization

Analyzed Standards2b, 2d, 2e, 2f

Instructional Resources Connection and Notes

2b• Identify the cells that undergo

meiosis• Differentiate between haploid and

diploid cells2d

• Explain fertilization results in theformation of a zygote

2e would produce zygotes that have• Distinguish between chromosomes,

DNA, and genes• Recognize that without meiosis

fertilization twice the normalchromosome number.

2f• Determine gender based on the

combination of sex chromosomes

Text Activities

Glencoe Lab Manual

How Can Karyotype Analysis Detect Genetic Disorders? (2e)pp. 71-74

Holt Lab Techniques and Experimental Design

Preparing Tissue for Karyotyping (2f) pp. 57-60Karyotyping (2f) pp. 61-66

Prentice Hall Lab Manuals (A and B)

A-Making Karyotypes (2f) pp. 123-130

Supplemental Activities/Resources

Sockosomes A meiosis, mitosis, fertilization simulationhttp://serendip.brynmawr.edu/sci_edu/waldron/pdf/MitosisMeiosisProtocol.pdf &http://serendip.brynmawr.edu/sci_edu/waldron/pdf/MitosisMeiosisTeachPrep.pdf (2b, d)

Glencoe Chromosomes Lab 25 pp. 79-82 (2e)

Textbook References

Glencoe

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Analyzed Standards2b, 2d, 2e, 2f

Instructional Resources Connection and Notes

(2b) pp. 265(2d) pp. 265-266,(2e) pp. 263-266(2f) pp. 318

Holt(2b) pp. 153, 163-164(2d) pp. 616-617, 1056(2e) pp. 96, 200-204(2f) pp. 235-238

Prentice Hall(2b) p. 275(2d) pp. 270-280, 1016(2e) pp. 294-306(2f) pp. 341-342

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LAUSD - High School Instructional Guide Biology

Instructional Component 2 - Matrix

Standard Group 2 Meiosis and Mendel’s Law2.a. Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametescontaining one chromosome of each type.2.c. Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete.3.b. Students know the genetic basis for Mendel’s Law of segregation and independent assortment.3.d.* Students know how to use data on frequency of recombination at meiosis to estimate genetic distance between loci and to interpret genetic maps of chromosomes.

Standard Group 2 Key Concept – Meiosis and Mendel’s Law

Analyzed Standards2a, 2c, 3b, 3d

Instructional Resources Connection and Notes

2a• Model the process of meiosis• Describe how the process of meiosis can

lead to variation through segregation andcrossing over

2c• Predict the probable combination of alleles

in the formation of gametes3b

• Distinguish between segregation andindependent assortment

• Apply the laws of dominance andrecessiveness to predict the phenotypegiven the genotype

3d• Estimate genetic loci distances given data

on frequency of recombination• Create and interpret a genetic map of a

chromosome using recombinationfrequency data

Text Activities

Glencoe Lab ManualObserving Meiosis (2a) pp. 53-54

Holt Lab Techniques and Experimental DesignModeling Meiosis (2a) pp. 49-53

Prentice Hall Lab Manuals (A and B)

Supplemental Activities/Resources

“Making Aliens”http://www2.edc.org/weblabs/BabyBoom/BabyBoomInstructions.html

Face Labhttp://www.lampstras.k12.pa.us/hschool/teachers/pitts/bio/un12/face_lab/face_lab.htm (2c)

computer animation of meiosis, independent assortment andsegregation (2a, 3b)http://www.irn.pdx.edu/~newmanl/moviepage.html

Modeling monohybrid cross with beadshttp://www.troy.k12.ny.us/thsbiology/labs_online/home_labs/monohybrid_lab_home.html (2c)

Connection: Consider the implication of I&Ed when formulating your response using thelaws of dominance and recessiveness in 3b.

Connection: When learning about distancesbetween genes on a particular chromosome(3d), students can calculate the distance inabsolute value (algebra 3.0).

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Analyzed Standards2a, 2c, 3b, 3d

Instructional Resources Connection and Notes

brid_lab_home.html (2c) Corn Genetics http://www.carolina.com/biotech/corn_genetics.asp

(2c) Dom

http://www.accessexcellence.org/RC/VL/GG/recessive.htmlinance vsRecessiveness (3b)

Role playing the process of meiosis (2a)

Textbook References

Glencoe(2a) pp. 265-269(2c) pp. 255-262(3b) pp. 257, 260, 273, 277(3d) pp. 272-273, 349-350

Holt(2a) pp. 161-164(2c) pp. 175-177(3b) pp. 175-186(3d) pp. 255-265

Prentice Hall(2a) pp. 275-278(2c) pp. 265-271(3b) pp. 263-274(3d) pp. 355-360

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LAUSD - High School Instructional Guide Biology

Instructional Component 2 - Matrix

Standard Group 3 Probability of Inheritance2.g. Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parent.3.a. Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked,dominant or recessive).3.c.* Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes.

Standard Group 3 Key Concept – Probability of Inheritance

Analyzed Standards2g, 3a, 3c

Instructional Resources Connection and Notes

2g• Predict the possible combinations of

alleles in the formation of a zygote3a

• Predict the genotypic and phenotypic ratiousing a Punnett Square.

• Use the laws of dominant, recessive,incomplete dominant, autosomal, and Xlinked inheritance to predict the outcomeof a genetic cross

• Explain the genetic basis of several humandisorders

3c• Use a pedigree diagram showing

phenotypes to predict the probable modeof inheritance

Text Activities

Glencoe Lab ManualWhat Phenotypic Ratio Is Seen in a Dihybrid Cross? (3a) pp. 55-58Determination of Genotypes from Phenotypes in Humans (3a) pp. 67-70

Holt Quick Labs A1-A34Interpreting Information in a Pedigree (3c) pp. 11-13Prentice Hall Lab Manuals (A and B)

B-Solving Heredity Problems (2g & 3a) pp. 101-104A- Investigating Inherited Traits (3a) pp. 107-112A-Making Karyotypes (2f) pp.123-130

Supplemental Activities/Resources Holt Quick http://anthro.palomar.edu/blood/ABO_system.htm

(3a) Punnett squares for medical conditions : CF, HD, color blindness

http://faculty.valencia.cc.fl.us/emason/geneticsworkshee.html (3a) Punnett Squares A model of meiosis lab Prentice Hall Ch. 9 Hands on

Activity pp. 61-62 (3a) Dominace vs. recessiveness http://www.blackwellp

ublishing.com/ridley/a-z/Dominant___recessive.asp (3a) Case study of Royal Family

http://www.sciencecases.org/hemo/hemo.asp (3c)

Connection: When discussing the use ofPunnett Squares (3b) students shouldrecognize the usefulness and limitations ofmodels and theories as scientificrepresentations of reality (I&E 1g).

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Analyzed Standards2g, 3a, 3c

Instructional Resources Connection and Notes

Drosophila Lab from Ap Biology Manual or Do-it-yourselfDrosophila Labhttp://www.accessexcellence.org/AE/AEPC/WWC/1994/collect.html

Fast Plants—dihybrid crosshttp://www.fastplants.org/pdf/genetics/WTF_di.pdf (3a

Textbook References

Glencoe(2g) 256-262(3a) 256-262, 311-320(3c) 310-314

Holt(2g) pp. 241-246, 175-186(3a) pp. 175-186(3c) pp. 241, 243

Prentice Hall(2g) pp. 263-269, 342-346(3a) pp. 263-274, 342-346, 350(3c) pp. 342-343

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LAUSD - High School Instructional Guide Biology

Instructional Component 2 - Matrix

Standard Group 4 Natural Selective6.g.* Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms throughgenetic change.7.a. Students know why natural selection acts on the phenotype rather than the genotype of an organism.7.c. Students know new mutations are constantly being generated in a gene pool.7.d. Students know variation within a species increases the likelihood that a least some members of a species will survive under changed environmental conditions.8.a. Students know how natural selection determines the differential survival of groups of organisms.8.b. Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment.

Standard Group 4 Key Concept – Natural Selection

Analyzed Standards6g, 7c, 7d, 8a, 8b

Instructional Resources Connection and Notes

6g• Distinguish between genetic adaptation

and non-genetic accommodation as relatedto behavior, structure and metabolism(using print and online resources).

7c• Explain how additions, deletions and

substitutions result in mutations in a genepool

• Analyze conditions that may causechanges in a gene pool

• Determine whether mutations arebeneficial, neutral or harmful dependingon the environmental conditions

• Explain why traits cannot be eliminatedfrom a population by selective breeding

7d• Provide examples of how variation within

a species promote survival duringenvironmental changes

8a

Text Activities

Glencoe Lab ManualHow Is Camouflage an Adaptive Advantage (8a) pp. 89-92Examining Bird Feet (7d) pp. 199-204

Holt Lab Techniques and Experimental DesignResponse in the Fruit Fly (8b) pp. 189-192

Holt Quick Labs A1-A34Analyzing Adaptations: living on Land (6g) pp. 19-20

Prentice Hall Lab Manuals (A and B)

B-Modeling Camouflage and Natural Selection (7d)P. 119-122B-Modeling Natural Selection (8a) pp. 123-126A- Comparing Adaptations of Birds (8b) pp. 131-136

Supplemental Activities/Resources

Bird-beak simulationhttp://www.reptiland.com/onlinecourse/session6/chen_bbeak_lesson.pdf (7d, 8a)

Connection: When tracing the history of thedevelopment of Darwin’s theory of Evolution(8a) students could distinguish betweenhypothesis and theory (I&E 1f)

Connections: When discussing the theory ofevolution (8a) consider the usefulness andlimitations of models and theories as scientificrepresentations of reality(I&E 1g).

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Analyzed Standards6g, 7c, 7d, 8a, 8b

Instructional Resources Connection and Notes

• Model how natural selection determinesdifferential survival of groups oforganisms

8b• Explain how diversity among species

increases the chance of survival duringenvironmental changes

http://www.reptiland.com/onlinecourse/session6/chen_bbeak_lesson.pdf (7d, 8a)

Galapagos fincheshttp://www.pbs.org/wgbh/evolution/educators/course/session4/elaborate_b.html (7d, 8a)

Heterozygous advantagehttp://www.blackwellpublishing.com/ridley/a-z/Heterozygous_advantage.asp (7c)

Sickle cell case studyhttp://www.ctbiobus.org/curriculum/pdfs/mysteryofthecrookedcell_04.pdf (7c, 8a)

Horse Evolutionhttp://www.txtwriter.com/Backgrounders/Evolution/EVpage03.html(7d)

Pepper Moth (Ketterwell’s Experiment)http://www3.district125.k12.il.us/faculty/nfischer/Moth/default.htmorhttp://www.echalk.co.uk/Science/Biology/PepperedMoth/PepperedMoth.htm

“A Step in Speciation” – salamander investigation (Investigation9.3—BSCS)

Evolution ideas for lessonshttp://www.pbs.org/wgbh/evolution/educators/lessons/index.html (7d,8a)

Design A Creaturehttp://btc.montana.edu/ceres/html/Designer/Designer.htm (7d)

Cornell Notes- O'Brien, S.J., Wildt, D.E., Bush, M. (1986): “Thecheetah in genetic peril,” Scientific American. May 1986 (7d)

Textbook References

Glencoe(7c) pp. 296-301, 406(7d) pp. 269-270, 407-409(8a) pp. 395-396, 407-413, 417, 468(8b) pp. 113-114, 404-413, 417(8e) pp. 375-379, 400

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Analyzed Standards6g, 7c, 7d, 8a, 8b

Instructional Resources Connection and Notes

Holt(7c) pp. 322-323(7d) pp. 326-330(8a) pp. 299-310, 322-323(8b) pp. 299-310, 317-325(8e) pp. 321(6g) pp. 297-331

Prentice Hall(7c) pp. 397-402(7d) pp. 379-385, 393-396(8a) pp. 379-385, 397-402(8b) pp. 379-385, 393-396(6g) pp. 392-410(8e) pp. 417-422, 435-440

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LAUSD - High School Instructional Guide Biology

Instructional Component 2 - Matrix

Standard Group 5 Population Genetics7.b. Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.7.e.* Students know the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature.7.f.* Students know how to solve the Hardy-Weinberg equation to predict the frequency of genotypes in a population, given the frequency of phenotypes.

Standard Group 5 Key Concept – Population Genetics

Analyzed Standards7b, 7e, 7f

Instructional Resources Connection and Notes

7b• Predict the survival outcome of individuals

when a recessive lethal allele is present inthe gene pool

• Explain how unexpressed genes can bepassed on to offspring by heterozygouscarriers and thus maintained in a gene pool

7e• Identify the conditions for Hardy-

Weinberg equilibrium• Evaluate whether Hardy-Weinberg

conditions can exist in a real environment7f

• Solve the Hardy-Weinberg equation givenphenotypic frequencies of a population

Text Activities

Glencoe Lab ManualAllelic Frequencies and Sickle-Cell Anemia (7f) pp. 97-100

Holt Lab Techniques and Experimental Design

Prentice Hall Lab Manuals (A and B)

Supplemental Activities/Resources Hardy Weinberg Principle Lab

http://www.ekcsk12.org/science/aplabreview/populationgeneticslab.htm (7e, f)

Sickle cell case studyhttp://chroma.gs.washington.edu/outreach/genetics/sickle/http://www.ctbiobus.org/curriculum/pdfs/mysteryofthecrookedcell_04.pdf (7b)

Textbook References

Glencoe(7b) pp. 311-313, 323-324, 326-327(7e) pp. 416(7f) pp. 416

Holt(7b) pp. 241-245

Connection: When learning about allelefrequencies (7b) students can calculate theeffect on a gene pool when lethal genes areintroduced (algebra 4.0)

Connection: When studying the Hardy-Weinberg formula, p2 + 2pq + q2=1, studentscan solve multistep problems, including wordproblems, involving linear equations andlinear inequalities (algebra 5.0)

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Analyzed Standards7b, 7e, 7f

Instructional Resources Connection and Notes

(7e) pp. 320-325(7f) pp. 320-325

Prentice Hall(7b) pp. 342-348(7e) pp. 401-402(7f) pp. 401-402

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LAUSD - High School Instructional Guide Biology

Instructional Component 2 - Matrix

Standard Group 6 Mechanisms for Evolution8.c. Students know the effects of genetic drift on the diversity of organisms in a population.8.d. Students know reproductive or geographic isolation affects speciation.

Standard Group 6 Key Concept – Mechanisms for Evolution

Analyzed Standards8c, 8d

Instructional Resources Connection and Notes

8c• Identify the factors that lead to genetic

drift• Hypothesize how genetic drift affects the

diversity of a population of organisms8d

• Describe the factors that lead to isolationamong members of a species

• Analyze how reproductive and geographicisolation affect speciation

Text Activities

Glencoe Lab Manual

Holt Lab Techniques and Experimental Design

Prentice Hall Lab Manuals (A and B)

Supplemental Activities/Resources

Genetic Drift w/allele cards AP Biology Lab #8 (8c)Speciation http://www.evoled.org/lessons/speciation.htm#causes (8d)Textbook References

Glencoe(8c) pp. 406(8d) pp. 409-410

Holt(8c) pp. 322-323(8d) pp. 326-330

Prentice Hall(8c) pp. 397-402(8d) pp. 379-385, 404-410

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LAUSD - High School Instructional Guide Biology

Instructional Component 2 - Matrix

Standard Group 7 Evidence for Evolution8.e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.8.f.* Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram)that shows probable evolutionary relationships.8.g.* Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how longago various groups of organisms diverged evolutionarily from one other.

Standard Group 7 Key Concept – Evidence for Evolution

Analyzed Standards8e, 8f, 8g

Instructional Resources Connection and Notes

8e• Interpret a fossil record to identify periods

of diversity, speciation and mass extinction• Infer from a fossil record periods of rapid

environmental changes

8f• Construct a cladogram based on

comparative embryology and DNA orprotein sequences

8g• Explain how scientists can use molecular

clocks and fossil evidence to sequence anddate periods of speciation

Create and date a phylogenetic tree based onfossil evidence and molecular clocks

Text Activities

Glencoe Lab Manual

Analyzing Fossil Molds (8e) pp. 83-84

Holt Lab Techniques and Experimental DesignAnalyzing Blood Serum to determine evolutionary Relationships (8g) pp.79-82Holt Quick Labs A1-A34Comparing Observations of Body Parts (8e) pp. 17-18Analyzing Adaptations: Living on Land (8g) pp. 19-20Comparing Primate Features (8g) pp. 21-22

Prentice Hall Lab Manuals (A and B)

Supplemental Activities/Resources Analyzing amino acid sequence (Modern Biology) DNA comparison of Humans to Chimpanzees

http://www.indiana.edu/~ensiweb/lessons/chromcom.html (8e) Cladograms http://www.indiana.edu/~ensiweb/lessons/mol.prim.html and

http://www.indiana.edu/~ensiweb/lessons/c.bigcla.html (8f) “Relating Amino Acid Sequence to Evolutionary Relationships” LAB

(Holt Modern Biology)

Connection: When interpreting fossilevidence (8e) students could anayze thelocations, sequences, or time intervals that arecharacteristic of natural phenomena (I&E 1i

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Analyzed Standards8e, 8f, 8g

Instructional Resources Connection and Notes

(Holt Modern Biology)

Textbook References

Glencoe(8e) pp. 375-379, 400(8f) pp. 402-403, 452-453(8g) pp. 372-375, 462

Holt(8e) p. 321(8f) pp. 307, 233, 662, 340, 342-345(8g) pp.

Prentice Hall(8e) pp. 417-422, 435-440(8f) pp.(8g) pp. 452-453, 457

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LAUSD - High School Instructional Guide Biology

Instructional Component 3 - Matrix

Standard Group 1 Gas and Nutrient Exchange9.a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbondioxide.9.f.* Students know the individual functions and sites of secretion of digestive enzyme (amylases, proteases, nucleases, lipases), stomach acid, and bile salts.9.g.* Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance.9.i.* Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and inwhole organisms.

Standard Group 2 Electrochemical Communication and Response9.b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment.9.d. Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.9.e. Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response.9.h.* Students know the cellular and molecular basis of muscle contraction, including the role of actin, myosin. Ca+2, and ATP

Standard Group 3 Feedback Mechanism9.c. Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body.9.i.* Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and inwhole organisms.

Standard Group 4 Infection/Immunity10.a. Students know the role of the skin in providing nonspecific defenses against infection.10.b. Students know the role of antibodies in the body’s response to infection.10.c. Students know how vaccination protects an individual from infectious diseases.10.d. Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primarydefenses against bacterial and viral infections, and effective treatments of these infections.10.e. Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections bymicroorganisms that are usually benign.10.f.* Students know the roles of phagocytes, B-lymphocytes, and T-lymphocytes in the immune system.

Standard Group 5 Ecology6.a. Students know biodiversity is the sun total of different kinds of organisms and is affected by alterations of habitats.6.b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes inpopulation size.6.c. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death.

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6.d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesisand respiration.6.e. Students know a vital part of an ecosystem is the stability of its producers and decomposers.6.f. Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipationmay be represented in an energy pyramid.

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LAUSD - High School Instructional Guide Biology

Instructional Component 3 - Matrix

Standard Group 1 Gas and Nutrient Exchange9.a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbondioxide.9.f.* Students know the individual functions and sites of secretion of digestive enzyme (amylases, proteases, nucleases, lipases), stomach acid, and bile salts.9.g.* Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance.9.i.* Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and inwhole organisms.

Standard Group I Key Concept – Gas and Nutrient Exchange

Analyzed Standards9a, 9f, 9g, (9i)

Instructional Resources Connections and Notes

9a• Summarize the role of multiple organ

systems in transporting nutrients andwastes though out the body.

• Apply the concepts of osmosis anddiffusion to explain the functions oforgans such as the liver, kidneys, andlungs, with special reference to carbondioxide, oxygen, and glucose.

9f• Diagram the digestive tract, labeling

important points of secretion and tracingthe pathways from digestion of starches,proteins, and other foods.

9g• Outline the role of the kidney’s nephron

in the formation of urine.9i

• Trace the path of hormones from theirpoint of origin to their target site.

Text Activities

Glencoe Lab ManualWhat is the Effect of Exercise on Heart Rate? (9a) pp. 237-240Caloric Content of a Meal (9a) pp. 231-232

Holt Science Biology Video Lab Manual TEDDemonstrating Lactose Digestion (9f) pp. 155-159Holt BioSources Quick Data and Math Lab ManualModeling the Function of Bile (9f) pp. 283-284Holt Science Biology Vidoe Lab Manual TEDEffect of epinephrine on Heart Rate (9i) pp. 169-172Holt BioSources Quick Data and Math Lab ManualAnalyzing Hormone Secretions (9i) pp. 294-295

Prentice Hall Lab Manuals (A and B)A-Measuring Lung Capacity (9a) pp. 261-266B-Investigating the Heart (9a) pp. 239-242B-Investigating Mechanical and Chemical Digestion (9f) pp. 243-246A-Simulating Urinanalysis (9g) pp. 267-271

Supplemental Activities/Resources Amylase Lab (starch—chewing up crackers, test w/Benedict’s solution for

dextrose) http://www.nd.edu/~aostafin/CRCD/new_page_1.htm (9f)

Connection: When learning about gasexchange involved in the complementaryactivities of our organ systems (9a)students can use probes to measurecarbon dioxide production (I&E 1a) andthen graph related concepts such asexercise and amount of CO2 producedand calculate from their graph anunknown person’s CO2 rate given theamount of exercise (algebra 6.0).

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Analyzed Standards9a, 9f, 9g, (9i)

Instructional Resources Connections and Notes

Catalase (liver) LAB (AP)http://agpa.uakron.edu/k12/lesson_plans/liver_lab.html (9f)

Bromthymol blue/straw-gas exchangehttp://www.byronsmith.ca/everest2000/education/activities/ph4th3altitude.html (9a)

Analyzing kidney filtration (Modern Biology) (9g) Dialysis Tubing http://teachhealthk-12.uthscsa.edu/pa/pa10/1004B.htm (9g) Modeling human digestion (Modern Biology)—test tubes with egg white and

enzymes plus/minus hydrochloric acid, etc. (9f) Heart Transplant—Cornell Lab

http://www.pbs.org/wgbh/nova/eheart/human.html (9a)

Textbook References

Glencoe(9a) pp. 972-974, 976, 987(9f) pp. 918, 920-922, 940-941(9g) pp. 932, 985-987, 991, 1051, 1054(9i) pp. 929-935, 939-941, 998-1004, 1019-1021

Holt(9a) pp. 131-144(9f) pp. 984-989(9g) pp. 991-996(9i) pp. 1038-1040

Prentice Hall(9a) pp. 943-950, 956-963, 978-989(9f) pp. 920-922, 940-941(9g) pp. 932, 985-987,991, 932, 1051(9i) pp. 929-935, 939-941, 998-1004.

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LAUSD - High School Instructional Guide Biology

Instructional Component 3 - Matrix

Standard Group 2 Electrochemical Communication and Response9.b. Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment.9.d. Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.9.e. Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response.9.h.* Students know the cellular and molecular basis of muscle contraction, including the role of actin, myosin. Ca+2, and ATP

Standard Group 2 Key Concept – Electrochemical Communication and Response

Analyzed Standards9b, 9d, 9e, 9h

Instructional Resources Connections and Notes

9b• Categorize the sense organs, identify

other body receptors that make themaware of their environment, and see waysin which the body reflexively responds toan external stimulus through a reflex arc.

• Explain how the nervous system interactswith endocrine glands including thepituitary and hypothalamus in regulationand production of hormones.

9d• Explain how an action potential is

generated and transmitted within theneuron using the sodium potassium pump.

• Describe how neurotransmitters facilitatecommunication between neurons.

9e• Diagram a reflex arc, and explain the

events that occur during impulsetransmission with relation to sensory,inter and motor neurons.

9h• A sketch of the sarcomere can be used to

indicate the functions of the actin andmyosin filaments and the role of calciumions and ATP in muscle contractions.

Text Activities

Glencoe Lab ManualWhat is the Effect of Smell on Taste? (9b) pp. 233-236

Holt Science Biology Vidoe Lab ManualCalculation Reaction Times (9b) pp. 165-167Holt BioSources Lab Program Quick, Data, and Math LabsAnalyzing Change During a Nerve Impulse (9d) pp. 285-286

Prentice Hall Lab Manuals (A and B)A-Observing Nervous Responses (9d & 9e) pp. 249-253

Supplemental Activities/Resources Reflex arc activity Foss Human Brain and Senses Investigation 8: Sending A

Message andhttp://educ.queensu.ca/~science/main/concept/biol/b06/B06LACW1.htm (9e)

Ruler drop http://faculty.washington.edu/chudler/bex/4rt1.pdf (9b) Muscle

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/M/Muscles.htm (9d,9h)

Textbook References

Glencoe(9b) pp. 944-955, 967-969(9d) pp. 943-948, 950-955, 967-969

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Analyzed Standards9b, 9d, 9e, 9h

Instructional Resources Connections and Notes

(9e) pp. 943, 948-950, 968-969(9h) pp. 907-909, 914-915

Holt(9b) pp. 1035-1037, 1050, 1054-1055(9d) pp. 1005-1009(9e) pp. 1010-1015(9h) pp. 918-920

Prentice Hall(9b) pp. 891-896, 901-904(9d) pp. 891-896, 897-900(9e) pp. 901-904(9h) pp. 917-918

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LAUSD - High School Instructional Guide Biology

Instructional Component 3 - Matrix

Standard Group 3 Feedback Mechanism9.c. Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body.9.i.* Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and inwhole organisms.

Standard Set 3 Key Concepts – Feedback MechanismAnalyzed Standards

9c, 9iInstructional Resources Connection and Notes

9c• Trace the path of hormones from their

point of origin to their target site.9i

• Trace the path of hormones from theirpoint of origin to their target site.

Text Activities

Holt BioSources Lab Program-Skills Practice Lab TEDLeptin and Endocrine System (9c) pp. 197-200Holt BioSources Lab Program-Quick Data and Math Labs TEDAnalyzing Blood-Glucose Regulation (9c) pp. 292-293Holt BioSources Quick Data and Math Lab ManualAnalyzing Hormone Secretions (9i) pp. 294-295

Prentice Hall Lab Manuals (A and B)A-Comparing Ovaries and Testes (9i) pp. 273-278

Supplemental Activities/Resources

Homeostasis/Feedback loopshttp://www.biologymad.com/master.html?http://www.biologymad.com/Homeostasis/Homeostasis.htm (9b)

Glencoe(9c) pp. 929-935, 939-941, 946-950, 967-969, 1019-1021(9i) pp. 929-935, 939-941, 998-1004, 1019-1021

Holt(9c) pp. 1005-1019(9i) pp. 1039-1040

Prentice Hall(9c) pp. 891-896, 997-1008

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Analyzed Standards9c, 9i

Instructional Resources Connection and Notes

(9i) pp. 929-935, 939-941, 998-1004

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LAUSD - High School Instructional Guide Biology

Instructional Component 3 - Matrix

Standard Group 4 Infection/Immunity10.a. Students know the role of the skin in providing nonspecific defenses against infection.10.b. Students know the role of antibodies in the body’s response to infection.10.c. Students know how vaccination protects an individual from infectious diseases.10.d. Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primarydefenses against bacterial and viral infections, and effective treatments of these infections.10.e. Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections bymicroorganisms that are usually benign.10.f.* Students know the roles of phagocytes, B-lymphocytes, and T-lymphocytes in the immune system.

Standard Group 4 Key Concept – Infection/Immunity

Analyzed Standards10a, 10b, 10c, 10d, 10e, 10f

Instructional Resources Connections and Notes

10a• Explain how the skin acts as a physical

barrier against harmful microorganismsand can be compromised by cuts andabrasions.

10b• Explain how antibodies are related to

antigens.

10c• Summarize how vaccination protects

people from infectious diseases.• Identify two typical vaccine constructs

(e.g. weakened or killed pathogen,purified protein).

• Review history of vaccine use anddevelopment.

10d• Compare bacteria and viruses as related to

requirements for growth and replication.• Analyze defenses against bacterial and

viral infections.

Text Activities

Glencoe Lab ManualViral Replication (10d) pp. 109-112How Do Antimicrobial Substances Affect Bacteria? (10d) pp. 249-252Where Can Microbes Be Found? (10d) pp. 253-256

Holt BioSources Lab Program-Quick, Data and Math Labs TEDCalculating Contagion (10b) pp. 273-275Simulating Antigen Activity (10b) pp. 276-277Modeling Viruses (10d) pp. 127-129

Prentice Hall Lab Manuals (A and B)B-Constructing Models of Antibodies (10b) pp. 253-256A-Controlling Bacteria Growth (10d) pp. 153-159A-Detecting Viruses (10d) pp. 279-286

Supplemental Activities/Resources AIDS simulation activity

http://www.worldvision.com.au/resources/conference/files/HIV_AIDS_wildfire_game.pdf and http://www-rohan.sdsu.edu/~sepa/HIVAidsLab.htm(10e)

Connection: While discussing HIV (10e)students could engage in several ELAlessons including:Organization and Delivery of OralCommunication1.3 Choose logical patterns of organization(e.g., chronological, topical, cause andeffect) toinform and to persuade, by solicitingagreement or action, or to unite audiencesbehind acommon belief or cause.1.4 Choose appropriate techniques fordeveloping the introduction and conclusion(e.g., byusing literary quotations, anecdotes,references to authoritative sources).

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Analyzed Standards10a, 10b, 10c, 10d, 10e, 10f

Instructional Resources Connections and Notes

• Predict treatments for different types ofinfections (e.g. uses of antibiotics).

• Classify diseases based on type ofpathogen.

10e• Explain how an individual with a

compromised immune system may bemore susceptible to infection.

10f• Distinguish between the two types of

lymphocytes and compare their functions.

Antibiotic/Bacteria lab (treatment)http://www.bio.upenn.edu/media/pdf/people/faculty/waldron/waldron.antibiotics.pdf (10d)

Viruses and bacteria http://www.cellsalive.com/phage.htm (10d) Vaccines http://school.discovery.com/lessonplans/programs/vaccinations/

(10c) Operation Antibody

http://school.discovery.com/lessonplans/programs/operationantibody/ (10b) The Immune System Unit

http://www.aai.org/committees/education/defensive.pdf (10 a, f) Write an essay supporting or opposing vaccination for children using

articles from internet. Pro-http://www.fda.gov/oc/opacom/kids/html/vaccines.htm or con-http://www.geocities.com/Heartland/8148/vac.html#links (10c)

Textbook References

Glencoe(10a) pp. 897, 913, 1031(10b) pp. 1037-1038, 1045-1047(10c) pp. 1039-1040, 1046-1047(10d) pp. 476-481, 483, 489-493, 495-501, 1029-1030, 1037-1041, 1045(10e) pp. 1040-1041(10f) pp. 1032-1034, 1036-1038, 1041, 1046-1047

Holt(10a) pp. 956-977(10b) pp. 962-967(10c) pp. 492, 966-967, 972(10d) pp. 483-491(10e) pp. 970-972(10f) pp. 937, 959-961

Prentice Hall(10a) pp. 1034-1040(10b) pp. 1036-1040(10c) pp. 1039-1040(10d) pp. 471-487

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Analyzed Standards10a, 10b, 10c, 10d, 10e, 10f

Instructional Resources Connections and Notes

(10e) pp. 1041-1044(10f) pp. 1032-1034, 1036-1038, 1041, 1046-1047

LAUSD - High School Instructional Guide Biology

Instructional Component 3 - Matrix

Standard Group 5 Ecology6.a. Students know biodiversity is the sun total of different kinds of organisms and is affected by alterations of habitats.6.b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes inpopulation size.6.c. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death.6.d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesisand respiration.6.e. Students know a vital part of an ecosystem is the stability of its producers and decomposers.6.f. Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipationmay be represented in an energy pyramid

Standard Group 5 Key Concept – Ecology

Analyzed Standards6a, 6b, 6c, 6d, 6e, 6f

Instructional Resources Connection and Notes

6a• Understand that the more biodiversity in

an ecosystem the greater its stability andresiliency.

• Predict the effects of decreasingbiodiversity in ecosystem.

6b

Text Activities

Glencoe Lab ManualHow Does Detergent Affect Seed Germination? (6a) pp. 23-26How Does the Environment Affect an Eagle Population? (6b) pp. 15-18The Lesson of the Kaibab (6c) pp. 19-22What Organisms Make Up a Microcommunity? (6e) pp. 11-14

Connection: When analyzing changes inpopulation (6c) students can graph a linearequation and exponential functions(algebra 6.0 and I&E 1e)

Connection: Students graph variables inBiology such as number of new speciesentering an area, births, death for thedifferent zones in the tide pools (algebra15.0 and Bio 6c).

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Analyzed Standards6a, 6b, 6c, 6d, 6e, 6f

Instructional Resources Connection and Notes

• Participate in longitudinal analysis ofseveral ecosystems.

• Explain how changes in ecosystems canmanifest themselves in predictablepatterns of climate, seasonal reproductivecycles, population cycles, and migrations.

• Provide examples of how humanintervention or the introduction of newspecies may change the balance of anecosystem.

6c• Predict fluctuation in the size of a

population by measuring factorsincluding birth, death, and migrationpatterns.

• Show examples of increasing, decreasingor zero population growth.

6d• Differentiate between biotic and abiotic

factors in the environment.• Interpret the flow of nutrients such as

water, carbon, oxygen, nitrogen, andphosphorus through biogeochemicalcycles.

6e• Hypothesize how a disturbance in the

producer or decomposer populationwould affect the stability of anecosystem. (Students could build adecomposition column).

6f• Summarize the energy loss in a food

chain. Students can show how only 10%on average of available energy is passedon to the next trophic level.

6g• Distinguish between genetic adaptation

and non-genetic accommodation asrelated to behavior, structure andmetabolism (using print and onlineresources).

Holt Biosources Skills Practice Lab Teacher EditionDetermining Growth Rate (6c) pp. 49-58Assessing Abiotic Factors in the Environment (6d) pp. 69-78Examining Owl Pellets (6f) pp. 59-68

Holt Biosources Inquiry and Exploration Labs Teacher EditionHow Pollutants Affect A Lake (6b) pp. 67-74Effects of Acid Precipitation (6b) pp. 75-82

Holt Biosources Lab Program Quick, Data and Math Labs Teacher EditionEvaluating Biodiversity (6a) pp. 101-102Modeling the Greenhouse Effect (6b) pp. 120-121Making A Food Web (6f) pp. 103-106Predicting How Predation Would Affect A Plant Species (6f) pp. 109-111

Holt Science Biology Video Labs Lab Manual with Answer KeyObserving the Effects of Acid Rain on Seeds (6b) pp. 1-4Studying Population Growth (6c) pp. 75-78Modeling Ecosystem Change Over Time (6e, f) pp. 69-70 Holt BioSources QuickData and Math Lab ManualAnalyzing Hormone Secretions (9i) pp. 294-295

Prentice Hall Lab Manuals (A and B)A-Observing the Effect of Bacteria on Bean Plant Growth (6b) pp. 69-72A-Investigating Air and Water Pollution (6b) pp. 79-83A-Sampling a Plant Community (6c) pp. 73-78A-Investigating Chemical Cycles in the Biosphere (6d) pp. 65-68B-Observing Decomposition (6e) pp. 77-80

Supplemental Activities/Resources Decomposition Column

http://www.bottlebiology.org/investigations/decomp_main.html (6d, e) Biosources Qiuck Lab A12 Making a Food Web pp. 23-24 (6f) Owl pellet Lab http://www.edb.utexas.edu/faculty/jackson/owlpellet.html (6f) Nitrogen, carbon, water cycles

http://www.arches.uga.edu/~aowen114/teacherpage.htm (6) NPK soil test http://www.akscience.org/assets/handbook2004/SFnitrogen-

cycle.pdf (6d)

entering an area, births, death for thedifferent zones in the tide pools (algebra15.0 and Bio 6c).

Connection: When learning about trophiclevels (6f), students learn that each levelabove it is a power of 10 less because 90%of the energy is dissipated as heat. Usingthat principle, students can take anyfunction and establish if the ecosystem issustainable or not (algebra 18.0).

Connection: While studying ecosystems(6b) students could use probes to measuredissolved oxygen or pH (I&E 1a)

Connection: While learning about humanimpact on the ecosystem (6b) studentscould investigate a science-based societalissue such as choice of energy sources andwater use (I&E 1m)

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Analyzed Standards6a, 6b, 6c, 6d, 6e, 6f

Instructional Resources Connection and Notes

related to behavior, structure andmetabolism (using print and onlineresources).

Hare and the Lynx (predator/prey dynamics)http://people.westminstercollege.edu/departments/science/The_Natural_World/Lesson_Schedule/Assignments/Hare_Lynx.htm andhttp://www.flinnsci.com/Documents/demoPDFs/Biology/BF10109.pdf (6c)

Fast plants populationhttp://www.fastplants.org/pdf/ecology/populationexplosion.pdf (6c)

Textbook References

Glencoe(6a) pp. 111, 129-131, 135-136(6b) pp. 35-39, 60, 116-120, 129-131(6c) pp. 58-59, 92-99, 107(6d) pp. 52-56, 57, 61-63, 72, 113, 237(6e) pp. 46-47, 61-63(6f) pp. 49, 52, 57, 62-63

Holt(6a) pp. 359-362, 438-448(6b) pp. 363-365(6c) pp.381-392(6d) pp. 442-443(6e) pp. 366-367, 399-407(6f) pp.368-369

Prentice Hall(6a) pp. 98-111, 150-156(6b) pp. 87-89, 144-160(6c) pp. 119-122(6d) pp. 74-80, 90-97(6e) pp. 67-73(6f) pp. 72-73

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BiologyPerformance Task #1

Standards Group Assessed:Instructional Component 1—Standards Sets 1, 2, 3

Specific Standard(s) Assessed:1a, 1c, 1d, 1e, 1f, 1g, 1i, 1j*

Directions to the Student:

The Task: Cell City

Congratulations! You have just won the contract to design a new city! As head architect foryour firm, you have the responsibility to design, build a model of, and describe the “City ofTomorrow”. In the proposal you promised to apply your knowledge of Cellular Biology inyour design. Your proposal included the following items:a. Inspired by the cell membrane, the City of Tomorrow will have a similar structure with

similar functions.

b. The City of Tomorrow will function with ease thanks to structures similar to enzymes.

c. The City of Tomorrow will be much more sophisticated then the Prokaryotic and VirusCity of Yesterday.

d. The City of Tomorrow will have an efficient flow of information similar to that found inthe central dogma.

e. The City of Tomorrow will have structures that carryout the same functions found in theER and Golgi.

f. The City of Tomorrow will have a efficient method of capturing energy from the sun.

g. The City of Tomorrow will have a structure that is able to process raw material intousable energy.

h. The City of Tomorrow will be made of four major materials that are made from simplepieces.

Your task now is to make these promises into a design, model and descriptive report. In ordernot to lose the contract, your description must have structures that are analogous to the cellmembrane, enzymes, nucleus, ER, Golgi, chloroplast, mitochondria, and the 4 major organicmacromolecules. Your report must include a description of how your structures are analogous tothe structures in the Cell. In addition, you must discuss the manner in which information flowsin your city that is analogous to the events in the central dogma. You must explain how your cityis different then Prokaryotic and Viral City. Finally you must show evidence of comprehensionof osmosis by describing how water enters the city.Clear Expectations for Performance:

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4 Report demonstrates an analysis of the function of the cell membrane, enzymes, E.R.,golgi apparatus, chloroplast, and mitochondria. Able to apply knowledge of centraldogma, and osmosis. Shows evidence of understanding of differences betweeneukaryotic cells, prokaryotic cells, and viruses. Report is typed or neat. Minimalgrammar and spelling errors. Design is drawn neatly with all structures labeled. Model iscreative and original.

3 Report demonstrates an understanding of the function of the cell membrane, enzymes,E.R., golgi apparatus, chloroplast, and mitochondria. Not able to apply knowledge ofcentral dogma, and osmosis. Missing some evidence of understanding of differencesbetween eukaryotic cells, prokaryotic cells, and viruses. Report is not typed or not soneat. Minimal grammar and spelling errors. Design is drawn neatly with all structureslabeled. Model lacks creativity.

2 Report missing an understanding of the function of two or more of either;the cell membrane, enzymes, E.R., golgi apparatus, chloroplast, and mitochondria.Missing any mention of central dogma, and osmosis. Shows evidence of understandingof differences between eukaryotic cells, prokaryotic cells, and viruses. Report is messy.Many grammatical and spelling errors. Messy design and missing model.

1 Report does not demonstrate any understanding of processes occurring within cell.Report is messy with lack of attention to grammar or spelling. Missing design and/ormodel.

Student Evaluation• Student Reflection on the Task and Product:

o Students apply rubric to their own worko Group reporter monitors group activities and individual participation on an ongoing

basis

Instructional Scaffolding—recommended activities and performance tasks:• Comparison of prokaryotic vs. eukaryotic cells• Analyze structural differences between viruses and cells• Gather research and information from other sources on organelle function, etc.• Microscope investigations• Dialysis lab/Organic molecule tests• Application of genetic coding rules• Photosynthesis/respiration labs

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BiologyPerformance Task #2

Standards Group Assessed:Instructional Component 1B -- Standard Set 4, 5

Specific Standard(s) Assessed:4a, 4b, 4c, 4d, 4e, 5a, 5b, 5c

The Task: Children’s Story Book

Directions to the Student:

Your assignment is to put together a storybook that explains the details of how DNA, a set ofinstructions, specify the sequence of amino acids in proteins of that organism and how it can bechanged through genetic engineering. You are a molecular biologist teaching at a prestigiousUniversity and a huge publishing company has found that you are one of the best teachers and theywant you break down the information for our children.

Your storybook needs to explain the following phenomenon:

a) Describe the general structures and functions of DNA, RNA, and protein.b) show how base-pairing rules explain accurate copying of DNA during semi-

conservative replicationc) show how base-pairing rules explain transcription of information from DNA into

mRNA.d) the general pathway by which ribosomes make proteins, using tRNA’s to translate

genetic information in mRNA.e) show how the genetic coding rules predict the sequence (order) of amino acids from a

sequence of codons in mRNA.f) Explain how mutations in the DNA sequence of a gene may or may not affect the

gene expression, or the sequence of amino acids in an encoded protein.g) Specialization of cells in multicellular organisms is usually due to different patterns

of gene expression rather than to differences of the gene themselves.h) Proteins can differ from one another in the number and sequence of amino acids.i) How genetic engineering (biotechnology) is used to produce new biomedical and

agricultural products.

In order to do the assignment well you should take the following steps:

1. Add a “Test your Knowledge” section: For example, you might want to ask them totranscribe mRNA from DNA and then ask them to translate it to a protein.

2. Add a section on the ethical question:3. Put together a blank booklet from the construction paper provided by the teacher. (You may

also use your own materials if you wish.)4. On a blank sheet of paper, write a plan for how you will put your storybook together. You

should write down all the page numbers and write what diagrams you will put on thosepages, and what you will write on each page. You should arrange the diagrams in order thatwill help you explain a) to i). Don’t forget to include pages for your title, your dedication,your introduction and a summary.

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5. Glue the diagrams into the book where you want them. Remember to leave room to writeyour story on gene expression. Write your story on the pages you left blank. This story mustexplain a) to i) in detail, and must use the pictures to explain what happens in DNAreplication, gene expression, and genetic engineering. For example, you might write, “Thediagram on the left show that…”.

Clear Expectations for Performance:

Your book needs to include:

• A decorated cover with Title ,Author, Class, Period, Date;• A Dedication Page;• Diagrams are included and explained;• Labels on all of the diagrams;• An original story that uses diagrams to explain a) to i) using at least the following vocabulary

terms:

DNA RNA DNA Replication Base pairing rules Semi-ConservativeReplication

tRNA mRNA Ribosome Nucleus CytoplasmCodon Nucleotide Base Adenine GuanineCytosine Uracil Thymine Deoxyribose sugar Hydrogen BondsRibose sugar Transcription Translation Phosphate Group Double HelixComplementarybase pair

Geneticengineering

Restriction enzyme Sticky end RecombinantDNA

Plasmid Gene expression Protein Genetic code rule Amino acidMutation genes Specialized cell Novel biomedical

products (insulin)Novel agriculturalproducts

Cloning

*A paragraph at the end summarizing your entire story. It should be a short review of your story andinclude a nice conclusion.

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CATEGORY 4 3 2 1Writing Process Student devotes a lot of

time and effort to thewriting process(prewriting, drafting,reviewing, and editing).Works hard to make thestory wonderful.

Student devotes sufficienttime and effort to thewriting process(prewriting, drafting,reviewing, and editing).Works and gets the jobdone.

Student devotes some timeand effort to the writingprocess but was not verythorough. Does enough toget by.

Student devotes little timeand effort to the writingprocess. Doesn't seem tocare.

Neatness The final draft of the storyis readable, clean, neat andattractive. It is free oferasures and crossed-outwords. It looks like theauthor took great pride init.

The final draft of the storyis readable, neat andattractive. It may have oneor two erasures, but theyare not distracting. It lookslike the author took somepride in it.

The final draft of the storyis readable and some ofthe pages are attractive. Itlooks like parts of it mighthave been done in a hurry.

The final draft is not neator attractive. It looks likethe student just wanted toget it done and didn't carewhat it looked like.

Focus on AssignedTopic

The entire story is relatedto the assigned topic andallows the reader tounderstand much moreabout the topic.

Most of the story is relatedto the assigned topic. Thestory wanders off at onepoint, but the reader canstill learn something aboutthe topic.

Some of the story isrelated to the assignedtopic, but a reader does notlearn much about thetopic.

No attempt has been madeto relate the story to theassigned topic.

Organization The story is very wellorganized. One idea orscene follows another in alogical sequence withclear transitions.

The story is pretty wellorganized. One idea orscene may seem out ofplace. Clear transitions areused.

The story is a little hard tofollow. The transitions aresometimes not clear.

Ideas and scenes seem tobe randomly arranged.

Accuracy of Facts All facts presented in thestory are accurate.

Almost all facts presentedin the story are accurate.

Most facts presented in thestory are accurate (at least70%).

There are several factualerrors in the story.

Creativity The story contains manycreative details and/ordescriptions thatcontribute to the reader'senjoyment. The author hasreally used hisimagination.

The story contains a fewcreative details and/ordescriptions thatcontribute to the reader'senjoyment. The author hasused his imagination.

The story contains a fewcreative details and/ordescriptions, but theydistract from the story.The author has tried to usehis imagination.

There is little evidence ofcreativity in the story. Theauthor does not seem tohave used muchimagination.

Requirements All of the writtenrequirements (dedication,labeled figures,explanation, test yourknowledge sec., ethicalreflection, summaryvocab, etc.) were met.

Almost all (about 90%)the written requirementswere met.

Most (about 75%) of thewritten requirements weremet, but several were not.

Many requirements werenot met.

Characters The main characters arenamed and clearlydescribed in text as well aspictures. Most readerscould describe thecharacters accurately.

The main characters arenamed and described.Most readers would havesome idea of what thecharacters looked like.

The main characters arenamed. The reader knowsvery little about thecharacters.

It is hard to tell who themain characters are.

Title Title is creative, sparksinterest and is related tothe story and topic.

Title is related to the storyand topic.

Title is present, but doesnot appear to be related tothe story and topic.

No title.

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BiologyPerformance Task #3

Standards Group Assessed:Instructional Component 2A—Standard Sets 1, 2, 3

Specific Standard(s) Assessed:2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b

The Task: Genetic Counseling

Directions to the Student:

You are a physician in the year 2020. A couple expecting a child comes into your office in order toundergo routine prenatal testing which include genetic tests. After conducting preliminary tests,there appears to be genetic information that concerns the future health of the fetus. One area ofconcern was the fourth chromosome. Below are essential segments of three different genes onchromosome #4 (the spaces represent sections of the chromosome that do not affect these particulartraits).

Fetal chromosome #4:...ACCGGCAACGTT.... CCTGAGGATTCA...TCTAGGGAGACC...

(site 1) (site 2) (site 3)

Site 1 is the portion of a gene which has the potential to cause Huntington's disease. Likewise, site 2is a portion of the gene which has the potential to cause Marfan’s Syndrome. Site 3 is the portion agene which has the potential to cause sickle-cell anemia. The hospital lab is out of service, so youwill need to analyze the data yourself.

To aid you in this process we have included an amino acid dictionary. Be sure to show all of yourwork so you can reference it when explaining the issues to the parents. Below are the amino acidsequences that correlate to Huntington's, Marfan’s Syndrome, and sickle-cell anemia.

A. Huntington's: tryptophan, proline, alanine, serine.B. Marfan Syndrome: glycine, leucine, leucine, serine.C. Sickle-cell anemia: arginine, serine, leucine, tryptophan

You search through the hospital's electronic library and find the following descriptions:A. Huntington's Disease -- The incorrect form of a protein which alters normal brain cell

activity; adults lose balance and coordination. The quality of life decreases with age. Theonset does not usually occur until after age 30, however this disease is fatal.

B. Marfan Syndrome – The elastic tissues in one’s body-- including skin, lungs, and bloodvessels-- are supposed and nourished by a strong resilient framework of connective tissue.Marfan syndrome is caused by a defect in the gene that enables the body to produce fibrillin,a protein that helps give connective tissue its electivity and strength.

C. Sickle-cell anemia-- Mutations in the beta-globin gene cause blood cells to become distortedand take on a sickle shape (A normal blood cell is round, kind of shaped like a donut withoutthe hole cut completely through). When the cells have this distorted shape, they can't travelthrough the blood vessels easily and get clogged in the narrow passages.

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After determining what genetic disorder(s) are present on fetal chromosome #4, you must detail yourfindings and course of treatment in writing for the parents. This couple has several importantquestions that they would like answered:

1. What are the results of the genetic tests and what do they mean?2. What are the typical steps involved in the production of gametes and the human life cycle?3. How does Meiosis, segregation, and independent relate to the probability of having the

disease4. How do mutations in genes occur?5. What is the current course of treatment for the genetic disorder(s) that have been identified

during the genetic testing?6. What is gene therapy and is gene therapy a viable option for their child?7. How could their child have a genetic disorder if both parents are “healthy?”8. This couple is thinking about having more children, what are the chances that they will have

another child with the same genetic disorder(s)?9. The expectant mother is 28 years old and heard from her friends that older women have a

higher risk of having children with Down’s Syndrome. She is wondering if this is true and ifshe needs to worry about this during this (and future) pregnancies.

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Clear Expectations for Performance:

Topic Advanced Proficient  Basic  Below Basic

Understanding of TheCentral Dogma inGenetics (namely, thepathway from DNA toprotein through theprocesses oftranscription &translation).

Students illustratetheirunderstandingwith a "perfect"transcription &translation of asection of DNA.

Substantialsuccess intranscribing andtranslating asection of DNAwith only minorerrors.

Partial and/or incompleteunderstanding oftranscription andtranslation; a fewconceptual errors intranscribing & translating asection of DNA thatquestions the student'sbasic foundation in proteinsynthesis.

Student shows majormisunderstanding ofhow protein synthesisworks (as evident inattempt to transcribeand translating sectionof DNA).

The relationshipbetween protein &traits. The studentdraws a clearconnection betweenDNA as a blueprintfor proteins thatdictate how we look;logical andsubstantiated.

Student illustratesa firmunderstanding ofhow genotypedictates phenotypethrough theprotein synthesisby fullyexplaining theprocess of geneexpression.

Generallyreasonable butnot totallyexplicit; studentdrawsconnection butomits someminorinformation.

Arguments areunderdeveloped andsimple; student does notclearly indicate the depthof his/her understanding.

Student provides nosubstantial evidence orarguments to supporthis/herstatements/ideas.

Bridging the gapbetween proteinsynthesis and geneticengineering. Thestudent shows anunderstanding of howgenetic engineeringworks.

Studentdemonstratesunderstanding ofgeneticengineering andits moral/societalimplications; goesbeyond mereexplanation.

Studentexplains theimportantconceptssurroundinggeneticengineering butshows minorflaws inreasoning andevidence.

Student demonstratesdifficulty in explaining aclear connection betweenprotein synthesis andgenetic engineering;inconsistent depth inarguments. Student alsodoes not explain themoral/societal implicationsof such technology.

Student is generallyunable to takeadequate logical stepsin explaining linkbetween proteinsynthesis and geneticengineering. Does notgo beyond simpledefinitions.

Understanding thatmeiosis is a processwhere randomchromosomesegregationdetermines whichallele will be in agamete and that newcombinations ofalleles may begenerated duringfertilization.

Studentunderstandsprocesses ofmeiosis andfertilization;demonstrates howPunnett Squarescan be used topredict potentialgenotypes andphenotypes.

Studentexplainsimportantconcepts butshows someflaws in themechanics ofimp. processes;Punnett Squaresdemonstrationis lacking.

Shows difficulty inexplaining mechanisms ofmeiosis and fertilization.Cannot demonstrateunderstanding of conceptsbehind Punnett Squares.

Student is unable toexplain meiosis and/orfertilization beyondmere definition. Useof Punnett Squares inexplanation is missing.

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Topic Advanced Proficient  Basic  Below Basic

Critical Thinking Student makes acoherent andcompellingargument.

Student’sargument isgenerallylogical butomits someminor evidence.

Student expresses somesound ideas, but theargument is incomplete andinsufficient.

Student shows lack oforganization andthought throughpoorly madeconnections.

Student Evaluation• Student Reflection on the Task and Product

o Students apply rubric to their own work

Instructional Scaffolding:

Task One:Determining Possible Genetic Diseases

Step 1: Figure out the amino acid sequence for each DNA site.

Rewrite the sections of DNA in the space provided:________________________________________________________________________Transcribe the section of DNA into mRNA in the space provided:________________________________________________________________________Translate the mRNA into an amino acid sequence in the space provided:________________________________________________________________________

Step 2: Circle either have or not have for each genetic disorder.

Based on the DNA from site #1, the child will have / not have Huntington’s Disease.Based on the DNA from site #2, the child will have / not have Marfan’s Syndrome.Based on the DNA from site #3, the child will have / not have Sickle-Cell Anemia.

Step 3: Writing a paragraph (at least 5 sentences).Based on what you have written for Step 2, write a paragraph that explains what genetic disease(s)are coded for in the child’s DNA. Write paragraph in the space provided.

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Step 4: Determining the current course of treatment.Read one article (see attached) about each of the genetic diseases that the child has. While readingthe article, determine what the health risks are that are associated with that disease. Also, determinewhat the current course of treatment is for that disease. Write all information in the space provided.

Step 5: Determine the current course of treatment for each of the diseases that have been identifiedduring the genetic screening. In your explanation, you should detail the health risks associated witheach disease.

Task Two:How Did The Genetic Diseases Occur In This Family?

Step 1: Understanding Meiosis

1. Define Inheritance (IN YOUR OWNWORDS):_____________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2. Define Meiosis (IN YOUR OWNWORDS):________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

3. What type of cell is produced by meiosis?__________________________________________

_________________________________________________________________________________

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4. Why is meiosis important when we study genetics?___________________________________

_________________________________________________________________________________

5. What is independent assortment and how does it affect offspring________________________

_________________________________________________________________________________

6. What is crossing over and how does it affect offspring?_______________________________

_________________________________________________________________________________

7. What is a recessive allele?_______________________________________________________

_________________________________________________________________________________

8. How can recessive alleles be passed on even though they are not “seen?”__________________

_________________________________________________________________________________

Step 2: Writing a paragraphTake your answers for questions # 1,2,4,5,6,8 (in that order) and form a paragraph that explains theconcept of inheritance.

Step 3: Understanding Mutations

9. Define mutation (IN YOUR OWN WORDS):______________________________________

_________________________________________________________________________________

10. What is the difference between a frame shift mutation and a point mutation?_______________

_________________________________________________________________________________

11. . What is the difference between a gametic and a somatic mutation?_____________________

_________________________________________________________________________________

12. . How can mutations affect the functioning of a cell? ________________________________

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_________________________________________________________________________________

13. . Give at least two reasons that explain why mutations, even if they occur, may NOT affectthe functioning of a cell.__________________________________________________________

_________________________________________________________________________________

Step 4: Writing the paragraph. Rewrite the answers to questions # 1, 4 & 5 in the form of aparagraph.

\

Task 3:Is Gene Therapy A Viable Option?

Step 1: Find and read an article about gene therapy. Step 2: Complete the following flow chart that details the basic steps involved in gene therapy.There are five steps; the first and last have been provided.

Step 3: List two potentialproblems that scientists

and/or patients might face when exploring the possibility of gene therapy.1.

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2.

Step 4: In a one paragraph written response, discuss whether you think gene therapy is a good thingfor scientists to study.

Step 5: Based on the health issues associated with the child’s genetic disorder(s) AND your answerto Step 4, do you think that gene therapy is a viable option for the child?

1. Decide “yes, gene therapy would help” OR “no, gene therapy would not help.”2. Come up with three reasons that you found (from either the reading about the child’s

disorder(s) or the reading about gene therapy) that support you answer to the previousquestion.

3. Write your answer and your three reasons in the form of a paragraph.

Task Four:Planning for Future Children

Step 1: For each of the child’s genetic disorders, determine whether the alleles that cause thedisorder are dominant or recessive. Use the space provided.

Step 2: If the parents are “healthy” meaning that they do not exhibit any symptoms of the disease,but they still passed on the traits to their child, would the parents be homozygous or heterozygousfor the trait? __________________________________Step 3: Draw a Punnett Square that demonstrates how the parents passed on the “disordercausing” alleles to their child. NOTE THIS MUST BE DONE FOR EACH OF THE DISEASESTHAT THE CHILD HAS!

Choose a letter to represent each type of allele._____ = recessive _____ = dominant. These alleles code for ________________ disease.

_____ = recessive _____ = dominant. These alleles code for ________________ disease.Determine the genotypes and phenotypes that result from each combination of alleles for eachdisease.

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Step 4: Explain each of the Punnett Squares in Words. Be sure to use correct terminology suchas: homozygous, heterozygous, dominant allele, recessive allele. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Step 5: Explain “nondisjunction” (if you do not remember what this term means, refer to yourreading on Down’s Syndrome or your notes).______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Step 6: Explain the possible effects of nondisjunction, specifically Down’s Syndrome.______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Step 7: The chances of having a child with Down’s Syndromeincreases / decreases as a woman ages.

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Step 8: Does the mother of the child run a great risk of having a child with Down’sSyndrome? Why or Why not?______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Step 9: Rewrite the answers to step 5, step 6, and step 8 in the form of a paragraph.

Task Five:Writing The Final Paper for the Parents

On a separate piece of paper, rewrite the following paragraphs IN ORDER. Task One, Step 3 Task One, Step 4 Task Two, Step 2 Task Two, Step 4 Task Three, Step 4 Task Three, Step 5 Task Four, Step 4 Step Four, Step 9

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BiologyPerformance Task #4

Standards Group Assessed:Instructional Component 2B—Standard Sets 4, 5, 6, 7

Specific Standard(s) Assessed:7a, 7b, 7c, 7d, 8a, 8b, 8c, 8d, 8e

The Task: Worble Case Study

Directions to the Student:

You are a field biologist assigned to study a little known mammal on the Island of Washoo. Yourjob is to analyze some known data and turn in your report to the Agency of New Species Control.Below is some information that was gathered about worbles. Complete the following assignment.Your report must be as complete as possible to receive your full grant. (Refer to rubric).

Worbles are small mammals that live in the desert and feed on seeds. One importantvariation found in worbles is the time of day they forage for food-some warbles are nocturnal (activeat night) and some warbles are diurnal (active during the day). The primary predators of warblesare owls, which hunt only at night.

1. Do you think nocturnal worbles and diurnal worbles have equal chances of being eaten byowls? Explain your reasoning.

2. Do you think that nocturnal worbles and diurnal worbles produce an equal number ofoffspring? Explain your reasoning.

3. Which type of worble is more fit? Explain your answer.4. Over a long period of time, changes can occur in worbles as a result of evolution. Based on

the answers you have given in this case study, what sorts of change do you think could occurin worbles due to evolution?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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______________________________________________________________________________

Some worbles are born without the ability to reproduce. This is due to a genetic disorder caused bythe recessive “no Baby” alleles. Why is it that this disorder continues to persist even though theworbles that have the disorder cannot pass on the allele to their offspring? Your analysis needs toinclude the word heterozygous.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

The “no Baby” allele did not always exist in the gene pool. Explain how this allele most likely firstentered the gene pool.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Most worbles are either light or dark. There are a lot more dark worbles than light ones. If avolcanic eruption covers the ground of white ash, why is it good that there is more than one color ofworbles? Describe how the change over time will occur in the worble population.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What if a natural disaster caused all worbles to go extinct? Why would the natural disasterprobably not kill all living things?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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What if a natural disaster killed all but these four worbles? What affect may this have on the futuregenerations of worbles?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What if an earthquake split the worbles into two groups? How might geographic isolation lead tospeciation?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________Analyze the following fossil record by answering the questions in complete sentences:

1. List the kinds of fossils that are found in each rock layer of Site 1(Layer A-G) and Site 2(Layer V-Z).

2. Discuss whether or not these fossil layers show evidence of biodiversity. Be as descriptive aspossible.

3. Discuss whether there is any evidence of mass extinctions. If so, be specific about whichlayer and which site and why you think this is true.

4. Do you see new species arising in layers? If so, in which layers and what site?5. For site 1 and 2 which layer is the oldest and youngest and how do you know?

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SITE 1 SITE 2

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Here are five scenes showing two variations of Worbels, terrestrial (land) and arborial (tree). Foreach scene you need to write what is happening. Make sure you relate this whole story to NaturalSelection. Make sure you note the variation between the two subspecies and describe theirphenotypes. This must be colored and all sentences must be complete.

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Clear Expectations for Performance:

4 Responses demonstrate a complete analysis of the role of variation in survival (bothwithin and between species). An analysis of fitness, differences in reproduction rate,natural selection. Complete analysis of the effects of heterozygotic genotype’s role inmaintaining unwanted alleles. An understanding of the role of mutation in introducingvariation. An analysis of the effects of genetic drift. Analysis of geographic isolation’srole in speciation. Analysis of the fossil evidence with regard to biodiversity, speciationand mass extinction. Neat and accurate, thorough and well thought out.

3 Analysis incomplete on two or less key concepts. Highest cognitive dimension not quitemastered. Analysis is not complete. Final product exhibiting satisfactory grammar,content, format and concepts. Not all vocabulary used accurately. Answers complete,neat and thorough.

2 Final product exhibiting some errors in grammar, content and concepts. Format isincomplete. Demonstrates understanding of major concepts but lacking in evidence ofapplication and analysis.

1 Lacking analysis. Many errors in application tasks. Final product exhibiting numerouserrors in grammar, format, content and concepts. Missing some sections completely. Lessthan neat.

Student Evaluation• Student Reflection on the Task and Product:

o Students apply rubric to their own work

Instructional Scaffolding—recommended activities and performance tasks:• Natural Selection lab (bird beak activity, colored disk activity, etc.)• Readings on mutations• Punnett Squares• Labs measuring variation• Bottleneck/Genetic Drift simulation

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BiologyPerformance Task #5

Adapted from:http://www.accessexcellece.orgFaye Gottlieb CascioSouth Lakes High SchoolReston, VA

Standards Group Assessed:Instructional Component 3A—Standard Sets 1, 2, 3, 4

Specific Standard(s) Assessed:9a, 9b, 9c, 9d, 9e, 10a, 10b, 10c, 10d, 10e

The Task: Tour of the Human Body Brochure

Directions to the Student:

You have been hired as a travel consultant to design a luxury tour through the Human Body Systems.Before you can collect your fee from the Anatomy Travel Bureau, you must produce a brochure. Theowner of the travel bureau has informed you that in order to win the contract you must highlight thetrendy spots, the exciting activities, and the imports and exports of the areas. For insuranceconsiderations, you must also discreetly mention any possible dangers or special precautions thattourists might encounter in visiting these systems. Your world body tour should include visits to thefollowing systems: (1) Digestive, (2) Respiratory, (3) Endocrine (4) Immune, (5) Nervous, (6)Excretory, and (7) Circulatory.

• 14 pieces of paper measuring 8.5" X 11" should be used• 7 systems will have 2 sections each, 1 section for the pictures and the other for the

explanations.• The key feature is to give an overall sense of the organization and function of each of the 7

systems. You may use figures provided, drawings, computer graphics, photographs of actualorgans, pictures from magazines, journals, or books to help in your advertisement of eachsystem. Whenever possible, type all written parts of brochure. Let your imagination runWILD!

Systems Objectives

OBJECTIVES:

1. Describe the function of the immune system.2. Explain how the skin functions as a defense against disease.3. Distinguish between a specific and nonspecific response.4. Describe the actions of B cells and T cells in an immune response.5. Describe the relationship between vaccination and immunity.6. Describe enemies of the immune system such as bacteria and viruses.

The Immune System

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7. Describe why someone with AIDS may be unable to fight off infection8. Explain (diagram) the antigen-antibody reaction.

VOCABULARY TO INCLUDE IN PAMPHLET:Immunology, antigen, antibody, lymphocyte, leukocyte, B-cell, T-cell, macrophage, vaccine,antibiotic, inflammatory response, immune response, histamine, helper T cell, pathogen, killer Tcells, bacteria, viruses, HIV, AIDS

OBJECTIVES:

1. Describe the basic structure and function of the nervous system.2. Describe the structure of a neuron and explain how it operates. (Diagram)3. List the parts and discuss the function of the Central Nervous System (CNS). Discuss the

structure and control centers of the brain.4. Describe the Peripheral Nervous System (PNS) and how it communicates information to and

from the brain.5. Explain how a nerve impulse travels, include the events occurring at the synapse.6. Explain what occurs during the reflex arc. (Diagram)

VOCABULARY TO USE IN THE PAMPHLET:Central Nervous System, Peripheral Nervous System, neuron, dendrite, cell body, axon, sensoryneuron, motor neuron, interneuron, resting potential, action potential, nerve impulse, synapse, axonterminal (synaptic knob), neurotransmitter, stimulus, response, reflex, brain, cerebrum, cerebellum,medulla oblongata, spinal cord

OBJECTIVES:

1. Define excretion.2. Describe the function of the skin, kidneys, lungs and liver in the excretory process.3. Describe the structure and function of the kidney and its parts.4. How is the excretory system related to the circulatory system?

VOCABULARY TO BE INCLUDED IN PAMPHLETexcretion, kidney, nephron, ureter, urethra, urine, bladder, aorta, renal artery, renal vein, metabolicwastes, sweat glands

OBJECTIVES:

1. Identify the structure and function of the parts of the respiratory system.2. Explain how breathing rate is controlled.3. Describe what happens between the alveoli and the capillaries.4. Describe the effects of smoking on respiration.

VOCABULARY TO BE INCLUDED IN THE PAMPHLET:

Nervous System

The Excretory System

Respiratory System

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alveoli, gas exchange, trachea, bronchi, bronchiole, larynx, lung, oxygen, carbon dioxide, pharynx,inhalation, exhalation, cilia, respiratory control center,

OBJECTIVES:

1. List the functions of the human circulatory system.2. Trace a drop of blood through the heart from right atrium to the aorta.3. Locate and label the parts of a heart on a diagram.4. Compare the blood on the right side of the heart with that on the left side.5. Describe the components of blood.(red blood cells, white b.c., platelets and plasma)6. Identify and describe the function of the different types of circulation: pulmonary and

systemic circuits. .

VOCABULARY TO BE INCLUDED IN PAMPHLETaorta, artery, capillary, vein, vena cava, atrium, valve, ventricle, circulatory system, pulmonarycirculation, systemic circulation, red blood cells, hemoglobin, white blood cells, platelets, plasma,deoxygenated blood

OBJECTIVES:

1. List the parts of the digestive system and give their functions.2. Compare mechanical digestion to chemical digestion.3. Explain the function of the digestive enzymes amylase, protease and lipase.4. Explain the results of the chemical digestion of carbohydrates, proteins and fats and discuss if

this digestion occurs in the mouth, stomach and/or small intestines.5. Discuss the importance of the liver and pancreas in digestion. List the substances they

produce and explain their function.6. Describe the structure of the villi and explain how its function is related to its structure.

VOCABULARY TO BE INCLUDED IN THE PAMPHLET:digestion, salivary gland, esophagus, stomach, pyloric sphincter valve, duodenum, liver, gall bladder,pancreas, small intestines, villi, large intestines, rectum, mucous, feces, alimentary canal, peristalsis,amylase, hydrochloric acid, pepsin, lipase, bile, acid

The Endocrine System

OBJECTIVES:

1. List the major function of the human endocrine system2. List the major endocrine glands.3. Name the functions of at least 7 hormones4. Describe glucose homeostasis5. Describe negative feedback loops which prevent you from forming a goiter

endocrine system, hormones, endocrine glands, homeostasis, thyroid gland, thyroxine, iodine, goiter,adrenal gland, epinephrine, pancreas, glucagon, insulin, alpha cells, beta cells, glycogen, diabetes,pituitary gland, hypothalamus, growth hormone, negative feedback loop, antidiuretic hormone,prolactin

Transport: The Circulatory System

The Digestive System

VOCABULARY TO BE USED IN PAMPHLET

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Clear Expectations for Performance:

FOUR POINT ASSESSMENT1= the element described is missing2= the element is present, but does not meet standard described3= the element is present and meets standard, but needs some revision or improvement4= the element is present and meets or exceeds the standard and no revision is recommended

Content 70%1 2 3 4 Information presented is accurate, factual, and relevant to the specific topic1 2 3 4 Research is in-depth and covers all systems and required topic areas1 2 3 4 Time, energy, effort, enthusiasm, and group commitment to the project are evident1 2 3 4 Project shows mastery of structure and function of human systems1 2 3 4 Interrelationships between systems are clearly depicted and explained

Travel Brochure 30%1 2 3 4 Travel brochure is neat and shows thought and effort1 2 3 4 Travel brochure clearly illustrates all structures, functions, and risks associated with travel to each system1 2 3 4 Travel brochure exhibits creativity

Student Evaluation• Student Reflection on the Task and Product:

o Students apply rubric to their own work

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BiologyPerformance Task #6

Standards Group Assessed:Instructional Component 3B—Standard Set 5

Specific Standard(s) Assessed:6a, 6b, 6c, 6d, 6e, 6f

The Task: Eco-Columns

Background or Situation:The purpose of this lab is to create simulated ecosystems in an effort to learn about ecosystems in thereal world.

Directions to the Student:Part 1: Setup of your eco-columnSteps 1-3 you should conduct in class with your eco-column group members.Steps 4-6 you should do at home.

1. First identify what you are trying to discover through the creationof your eco-column. Look over the demonstration and assemblydiagram to understand each chamber.

2. Decide what background sources of information will you use(which parts of the textbook or what other references).

3. Decide what components to include in each section (whichorganisms, type of soil, etc.) See the list on the backside of thispage for ideas.

4. Write a hypothesis for each of the three habitats: aquatic,decomposition, and terrestrial.

5. Draw a diagram of your eco-column and identify the biotic andabiotic factors present in each habitat.

6. Draw the (potentially connected) food webs you anticipate takingplace within your eco-column. Make every effort to identify thespecies you have added as specifically as possible. If an organismis unidentifiable, include a drawing of it (you may use the stereomicroscopes to help with this).

Part 2: Observation and Data CollectionEach week you will make observations of your eco-column. Eachobservation should include:

• The date of your measurement• The number of days your eco-column has been running• pH• Temperature• Dissolved oxygen content of the aquatic chamber• Qualitative observations (turbidity, plant growth, decomposition rate, fish status, odor)• Additional measurements as conducted (analysis of NPK content, etc.)

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Part 3: Lab Write-upPart of the scientific method involves disseminating what you have learned.

• You will do this in the form of a tab write-up following the guidelines I have given you.• Make sure to keep good records during the investigation so that you are not missing anything

when it comes time to write.IDEAS FOR CHAMBER COMPONENTS:

Terrestrial Chamber:Soil:

• You will probably want a mixture of planter mix and soil. For the soil,consider what types you have available between your group members.

o Do you want dry and rocky?o Sandy?o Soil that has had plants growing in it recently?

Seeds:• Since you have a small growing space, think small in terms of your plants. Fast

growing plants like beans are out. Read the seed packets in the classroom as youthink about what to plant. A few seedlings may be available.

Decomposition ChamberOrganic Matter:

• Some mix of leaves, grass, planter mix and easily decomposed food such as fruit (nocitrus, no peels) should constitute the material in this chamber.

• Consider what fraction you think each of these components should be.Insects:

• You should be able to support a number of insects in your decomposition chamber.Insects like Drosophila (fruit flies) can fly back and forth between the terrestrial anddecomposition chambers and help degrade the food.

• What other insects can you think of to include?• Do you want to put them in the terrestrial or decomposition

chamber?

Aquatic Chamber:Water:

• Not all water is the same.o Do you want to include fresh tap water?o Old tap water?o Distilled water?o Pond water?o What is your reasoning?

Solid material:Choose gravel or sand or a mix to go in the bottom of your aquatic chamberOrganisms:

• Fish, snails, and Elodea (water plants) are available to go in your aquatic chamber.• Be especially careful to limit the number of larger organisms in this chamber as you will not

open it to add food.• Add only the number of consumers you think this chamber can support.

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ECO-COLUMN WRITE-UP REQUIREMENTSThe following are more detailed instructions for your eco-column write-up. Except for drawing and labels,your write up should be typed (double spaced).

1. Write a hypothesis for each of the habitats (aquatic, decomposition, terrestrial).• Your hypothesis should state what you think will happen in each one of these ecosystems.• You should briefly describe why you think this will be the case.• Put in hypothesis section of report.

2. Draw a diagram of your eco-column and identify the biotic and abiotic factors present ineach habitat.• Put in procedure section of report.• Your eco-column has a unique structure. Draw a diagram that shows your eco-column and what is in

each section.• You can list the biotic and abiotic factors along the side or in separate paragraphs.

3. Draw the (potentially connected) food webs you anticipate taking place within your ecocolumn.• Make every effort to identify the species you have added as specifically as possible. If an organism is

unidentifiable, still include a drawing of it (you may use a stereo-microscope to help with this).o Put in the hypothesis section of report.

• Draw each organism in a circle.o Give the name if at all possible. Binomial nomenclature is best (most unique) plus common

name.• Identify the role of each organism by putting one of the following letters just beneath the name of the

organism:o P producero C consumero D decomposero S scavenger

• Draw the energy arrows.o These lines should go from the energy source towards the organism that gets that energy. For

example from the sun to algae in the water (if you chose pond water), or from a secondaryconsumer to a tertiary consumer that eats it.

• Within your food web(s), circle three separate food chains.o For these food chains, label at least two levels of consumers and the overall trophic levels.

4. Write a discussion of your food web.• Within your discussion include the following:

o What are the top level consumers in your eco-column?o What would happen to these consumers if all the primary consumers were to die?o If the secondary consumers in one of your food chains consumed 4,200 kcal, what amount of

energy would you assume was available to the primary consumer? What amount would you speculate will be available to tertiary consumers?

o What would happen if the decomposers were removed?o What do you think is more resilient (i.e. damage resistant), a food web with many species or

a food web with just a few species? Explain your answer fully.

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If you can think of arguments on both sides, discuss both.MORE INFORMATION FOR YOUR ECO-COLUMN WRITE-UP

• Write out an explanation and diagram of your experimental setup. Be sure to identify all of theabiotic and biotic factors in each of your three habitats.

• Make sure to include all your weekly observations as raw data. All such observations should beproperly dated. Also, make sure to include the date when you set up your eco-column, and thedates and descriptions

• when changes were made. Identify the number of days your eco-column has been in operation.• Identify the pH, temperature, dissolved oxygen, nitrate, and phosphate content of your aquatic

habitat and the point during the experiment when those measurements were taken.• You should also have comparison data from other eco-columns in the classroom. Look for such

things as plant growth, decomposition rate, and water turbidity.

Conclusion and analysis: this is the most important part of the report.• You should identify food chains and food webs in each of your habitats. Identify any

biogeochemical cycles that are present.• Try to figure out how the three habitats have affected each other. Answer the question: why are

there such large differences between the eco-columns in the classroom?• Make sure to identify the roles of the various biotic factors such as decomposers, producers,

consumers, etc.• Identify changes that occurred in your eco-column, such as the water going from murky to clear

in the aquatic habitat, and why such changes occurred and their implications as far as the healthof the ecosystem is concerned.

• Compare your artificial ecosystem to real ones outside the classroom. How are they similar? Howare they different? Was your eco-column a closed system or an open system or something in-between and how does that affect it?

• What kinds of niches were available to the various organisms and did you notice any instances ofcompetitive exclusion occurring? Did you observe the law of tolerance in action? What were thelimiting factors in your habitats?

• Was there any form of succession taking place in your eco-column or in the eco-columns of otherstudents?

• Plant life seemed to have a difficult time in the terrestrial habitats. Why do you think this was so?• Various colors sprang up in several of the habitats? There were splotches of red and black on the

sand and gravel in the aquatic habitats. Yellow, white, and beige goo and fuzz seemed to invadeseveral of the decomposition habitats. What do you think was causing all these various colorchanges?

• Please comment about the stability and sustainability of the various eco-columns in theclassroom. Do some eco-columns appear to be more stable than others? Why is this so?

• Finally, please explore any analogies that can be made between your mini-worlds (eco-columns)and the real world. Do the eco-columns teach us anything about real world ecosystems?

ECO-COLUMN REPORT – ExamplesHere are some examples of conclusions and observations that students may make in the analysispart of their eco-column reports.

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• Decomposition in the aquatic chamber increases turbidity which reduces incoming lightand decreases plant photosynthesis.

• If the fish and snails die, then their will be less carbon dioxide available for the plants.

• The carbon cycle was demonstrated by the absorption of carbon I dioxide by plants andtheir eventual decomposition.

• The hydrologic cycle could be observed and was driven by the heat lamp.

• The eco-column was a good example of the delicate balance between abiotic and bioticfactors.

• Fungus and bacteria in the decomposition chamber help break down organic matter intoinorganic nutrients.

• Abiotic factors such as soil and air serve as nutrients for biotic factors.

• Several food chains were observed such as light to plants to protists to fish todecomposers.

• Net primary productivity is not high enough to maintain a complex, viable ecosystem.

• The fish die when the DO2 level falls below 5ppm.

• Real ecosystems are more complex and thus more resilient than the "artificial" eco-column.

• A limiting factor for the fish was the amount of DO2 in the water.

• High levels of nitrates in the water let to eutrophication.

• Low pH levels will affect the viability of the eco-column.

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Clear Expectations for Performance:ECO-COLUMN LAB GRADING RUBRIC

LAB REPORT SECTIONAL DESCRIPTIONS POINTSAVAILABLE

POINTSEARNED

OVERALL FORTMAT; TITLE AND CONTRIBUTION PAGES

ABSTRACT: Was the abstract a clear and accurate synopsis of the entirelab report?PURPOSE: Was the overall purpose of the laboratory investigationeffectively communicated?INTRODUCTION: Was there a wide variety of background informationfrom several different sources? Did the background information lay a solidfoundation for further research and investigation?HYPOTHESIS: Were legitimate hypotheses presented for each of the eco-column's three environments?

MATERIALS: Was a complete and accurate list of materials used duringthe lab presented?PROCEDURE: Was there a clear description of what was done so thatother investigators could repeat and verify your work?DATA COLLECTION: Was there a thorough presentation of the data thatwas collected during the investigation? Were there drawings, charts, andgraphs that helped with the understanding and interpretation of the data andthe overall investigation?SOURCES OF ERROR: Did the lab report include a comprehensivediscussion of possible errors?

ANALYSIS: Was the team able to identify biogeochemical cycles, foodchains, food webs, ecosystem roles, and limiting factors? Was the team ableto make cause and effect, and correlational connections between abioticfactors such as dissolved oxygen levels, temperature, and pH, and the livingorganisms in the eco-column? (See Analysis List for detailed Analysissection grading)CONCLUSION: Was the team able to make meaningful over-allconclusions based on their analysis? Did their data and analysis support theirhypotheses?SUBTOTAL OF POINTS EARNED

TIMES NUMBER OF PEOPLE ON THE TEAM

TOTAL TEAM POINTS EARNED

POINTS EARNED BY:

POINTS EARNED BY:

POINTS EARNED BY:

POINTS EARNED BY:

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Checklist Of Possible Items Expected To Be Found In TheAnalysis Section Of The Eco-Column Report.

1. Description of the carbon cycle found in one or more of the habitats.2. Description of the water cycle found in one or more of the habitats. Description of the nitrogen cycle found in

one or more of the habitats.3. Description of the phosphorous cycle found in one or more of the habitats.4. A description of food chains in one or more of the habitats.5. A description of food webs in one or more of the habitats.6. Identification of producers, consumers, decomposers, detritus feeders, and scavengers in one or more of the

habitats.7. Analysis of the effect of changing DO2 levels on the viability of the biota.8. Analysis of the effect of pH on the biota.9. Analysis of the effect of temperature on the biota.10. Analysis of the effect of nitrogen levels on the biota.11. Analysis of the effect of phosphorous levels on the biota.12. Analysis of why there were odor changes in the habitats.13. Analysis of why there were turbidity changes in the aquatic habitat.14. Discussion and description of the various organisms and their effects in the decomposition chamber.15. Discussion of the limiting factors affecting various organisms in the three habitats.16. Description of the Range of Tolerance for various organisms in the three habitats.17. Identification and discussion of examples of Competitive Exclusion in the three habitats.18. Discussion on the possible causes of Eutrophication in the aquatic chamber.19. Discussion on the interrelationship among the three habitats.20. Identification of organism found in all three habitats.21. Description and discussion concerning microorganisms found in the aquatic habitat.22. Discussion concerning the life and death of the fish.23. Discussion on how the availability of light affected the habitats in the eco-column,24. Discussion on the synergistic affect of multiple variables.25. Discussion analyzing the role of complexity in an ecosystem.26. Analysis concerning the differences among the various eco-columns: Why did some aquatic habitats remain

crystal clear why others turned black or brown and murky?27. Discussion of factors that affected the growth of the flora in the terrestrial chamber.28. Discussion of factors that affected the rate of decomposition in the decomposition chamber.29. Identification and discussion of any examples of predation, parasitism, mutualism, or commensalisms.30. Discussion of how energy flows through the ecosystems.31. Observations of intraspecific or interspecific competition or territoriality.32. Observations of interference competition or exploitation competition.33. Descriptions of resource partitioning.

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34. Discussion of why some eco-columns showed greater inertia or persistence than others.35. Discussion of why some eco-columns showed greater resilience than others.

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VI. Sample Immersion (Extended Investigation) Project for BiologyUnder Construction

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VII. Appendices

A. References and Suggested Readings

Amaral., O.M., Garrison, L. 2002. Helping English Learners Increase Achievement ThroughInquiry-Based Science Instruction. Bilingual Research Journal, 26; 2 Summer 2002

Amirian, S. (October 31 2003). Pedagogy and Video Conferencing. A Review of RecentLiterature. A Poster Session at “Collaboration Through Networking: “Technology in education”First NJEDge.NET Conference Plainsboro, NJ.

Anderson, L.W., Krathwohl, D.R., editors. 2001. A Taxonomy for Learning, Teaching, andAssessing. Addison Wesley Longman, Inc.

Bredderman, T. (1983). Effects of activity-based elementary science on student outcomes: Aquantitative synthesis. Review of Educational Research, 53(4), 499-518.

Century, JR & AJ Levy (2003). Researching the Sustainability of Reform, Factors thatContribute to or Inhibit Program Coherence. Newton, MA: Education Development Center.

Dechsri, P., Jones, L. L., Heikinen, H. W. (1997). Effect of a Laboratory Manual DesignIncorporating Visual Information-Processing Aids on Student Learning and Attitudes. Journal ofResearch in Science Teaching. 34, 891-904.

Engle, R.W., Conway, A. R. (1998). Working Memory and Comprehension. In R. Logie, K.Gilhooly (Eds.), Working Memory and Thinking (p. 70), UK, Psychology Press Ltd.Feurstein, R., (1981). Instrumental Enrichment. University Park Press, Baltimore MD.

Garet, M.S., Porter, A.C. Desimone, L., Birman, B.F., & Yoon, K.S. 2001. What makesprofessional development effective? Research from a national sample of teachers. AmericanEducational Research Journal, 38(4), 915-945.

Glynn, S. M., Takahashi, T. (1998). Learning from Analogy-Enhanced Text. Journal of Researchin Science Teaching. 35, 1129-1149.

Gobert, J.D., Clement, J. J. 1999. Effects of Student-Generated Diagrams versus Student-Generated Summaries on Conceptual Understanding of Causal and Dynamic Knowledge in PlateTectonics. Journal of Research in Science Teaching. 36, 39-53.

Holliday, W.G., (1981). Selective attentional effects of textbook study questions on studentlearning in science. Journal of Research in Science Teaching. 12(1), 77-83.

California Department of Education Press (2000). Science Content Standards for CaliforniaPublic Schools

California Department of Education Press (2003). Science Framework for California PublicSchools.

Larkin, J.L., Simon, H. A. (1987). Why a Diagram is (Sometimes) Worth Ten Thousands Words.Cognitive Science, 11, 65-69.

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Novak, J. D., Gowin, D. B. (1984). Learning How to Learn. Cambridge: Cambridge UniversityPress.

Resnick L.B., & Hall M. W. ((2001) The Principals for Learning: Study tools for educators. (CDRom version 2.0) Pittsburg, PA: University of Pittsburg, Learning, Research and DevelopmentCenter, Institute for Learning. (www.instituteforlearning.org).

Resnick, L.B. (1992) From protoquantities to operators: Building mathematical competence on afoundation of everyday knowledge. Analysis of arithmetic for mathematics teaching (pp 373 –429) Hillsdale, NJ Erlbaum.

Schwartz, Daniel, (1993). The Construction and Analogical Transfer of Symbolic Visualizations.The Journal or Research in Science Teaching. 30, 1309-1325.

Shymansky, J.A., Hedges, L.V., & Woodworth, G. 1990. A reassessment of the effects ofinquiry-based science curricula of the 60s on student performance. Journal of Research onScience Teaching, 27 (2), 127-144)

Stoddart, T., Pinal, A., Latzke, M. & Canady, D. 2002. Integrating inquiry science and languagedevelopment for English language learners. Journal of Research in Science Teaching, 39(8), 664-687.

Stohr-Hunt, P.M. 1996. An analysis of frequency of hands-on experience and scienceachievement. Journal of Research in Science Teaching, 33(1), 101-109.

Wise, K.C. 1996, July/August. Strategies for Teaching science: What Works: The ClearingHouse, 337-338.

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B. Culturally Responsive Suggested Readings Compiled by Dr. Noma LeMoine, Ph.D

Banks, J.A., (1994). Cultural Diversity and Education: Foundations, Curriculum and Teaching.(4th ed.). Boston: Allyn and Bacon.

Banks, J.A., (1999). An Introduction to Multicultural Education. (2nd edition). Boston: Allyn andBacon.

Banks, J.A., (1997). Educating Citizens in a Multicultural Society. New York: Teachers CollegePress, 1997.

Gay, G. (2000). Culturally Responsive Teaching, Theory, Research, and Practice. New York andLondon, Teachers College Press.

Gay, Geneva. At the Essence of Learning: Multicultural Education. West Lafayette, IN: KappaDelta Pi, 1994. LC 1099.3.G39, 1994.

Gay, G. & Baber, W. Ed. Expressively Black: The cultural basis of ethnic Identity, New York:Praeger Publishers, 1987

Ladson-Billings, G. (1992). Liberatory Consequences of Literacy: A Case of Culturally RelevantInstruction for African American Students. Journal of Negro Education 61. 378-391.

Ladson-Billings, G. (1994) The Dreamkeepers: Successful Teachers of African AmericanChildren. Jossey-Bass Inc.

Ladson-Billings, G. (1995) Toward a Critical Race Theory of Education. Teachers CollegeRecord, 97, pp 47-68.

Ladson-Billings, G. (1995) Toward a Theory of Culturally Relevant Pedagogy. AmericanEducational Research Journal Fall, 32,No.3. 465-491.

Lee, C.D. (2001). Is October Brown Chinese? A cultural modeling activity system forunderachieving students. American Educational Research Journal.

Lee, C.D. (in preparation). Literacy, Technology and Culture. Giyoo Hatano & Xiaodong Lin(Special Guest Editors), Technology, Culture and Education, Special Issue of Mind, Culture, andActivity.

Lee, C.D. (2000). The State of Research on Black Education. Invited Paper. Commission onBlack Education. American Educational Research Association.

Lee, C.D. (1997). Bridging home and school literacies: Models for culturally responsiveteaching, a case for African American English. In James Flood, Shirley Brice Heath, & DianeLapp (Eds.), A Handbook for Literacy Educators: Research on Teaching the Communicative andVisual Arts. New York: Macmillan Publishing Co.

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Lee, C.D. (1995) A culturally based cognitive apprenticeship: Teaching African American highschool students skills in literacy, interpretation. Reading research Quarterly, 30(4), 608-631.

LeMoine, N. (2001). Language Variation and Literacy Acquisition in African AmericanStudents. In J. Harris, A. Kamhhi, & K. Pollock (Eds.), Literacy in African AmericanCommunities (pp. 169. 194). Mahwah, New Jersey: Lawrence Erlbaum associates Inc.

Maddahian, E. & Bird, M. (2003). Domains and Components of a Culturally relevant andResponsive Educational Program. LAUSD Program Evaluation and Research Branch, PlanningAssessment and Research Division. Publication No. 178.

C. Mathematics Science Technology Centers

The District operates six mathematics science technology centers. Each center is unique, buteach has an extensive resource library and checkout materials that are available to Districtteachers. Center hours are Monday - Friday 8:00 A.M - 4:30 P.M. All centers offer professionaldevelopment, teachers can inquire and enroll in trainings through each individual center.

• Individual Teacher Usage

Teachers may access any of the District centers and sign up to check out materials. Materials areon loan for 2 weeks and are to be returned by the teacher.

• Department Usage

Science departments may choose to transfer monies to the Van Nuys Mathematics ScienceCenter for the purpose of obtaining science materials. The Van Nuys Centertypically stocks live supplies and dissection materials. Contact the Van Nuys Center forthe appropriate forms and list of current materials. When available, materials are delivered onthe following schedule.

• Delivery Schedule for High Schools from the Van Nuys MST CenterPlease note that this is for the year 2003 -2004 and will be revised every school year. Orderforms must be received at the Science Materials Center at least ten (10) working days prior to therequired delivery date.

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ROUTE 1 -The delivery day for Route 1 will normally be Tuesday.

September 14September 28October 12October 26November 9November 30December 14

(Winter Break)January 19February 1February 15March 1March 15(Spring Break)

April 5April 19May 3May 17June 1June 14

ROUTE 2 - The delivery day for Route 2 will normally be Wednesday.

September 14September 29October 13October 27November 9December 1December 15

(Winter Break)January 19February 2February 16March 2March 16(Spring Break)

April 6April 20May 4May 18June 1June 15

ROUTE 3 - The delivery day for Route 3 will normally be THURSDAY.

September 15September 30October 14October 28November 10December 2December 16

(Winter Break)January 20February 3February 17March 3March 17(Spring Break)

April 7April 21May5May 19June 2June 16

ROUTE 4 - The delivery day for Route 4 will normally be Tuesday.

September 21October 5October 19November 2November 16December 7(Winter Break)

January 11January 25February 8February 23March 8(Spring Break)March 29

April 12April 26May 10May 24June 7June 21

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ROUTE 5 - The delivery day for Route 5 will normally be Wednesday.

September 22October 6October 20November 3November 17December 8(Winter Break)

January 12January 26February 9February 23March 9(Spring Break)March 30

April 13April 27May 11May 25June 8June 22

ROUTE 6 - The delivery day for Route 6 will normally be Thursday.

September 23October 7October 21November 4November 18December 9(Winter Break)

January 13January 27February 10February 24March 10(Spring Break)March 31

April 14April 28May 12May 26June 9June 23

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ADAMS MS/MAG 4ADAMS HS 1AGGELER HS 1ALISO HS 1ANGEL’S GATE HS 6ARROYO SECO ALT 3AUDUBON MS/MAG 5AVALON HS 6BANCROFT MS/MAG 4BANNING HS/MAG 6BELL HS 4BELMONT HS 4BELVEDERE MS/MAG 3BERENDO MS 5BETHUNE MS 4BIRMINGHAM HS/MAG 1BOYLE HEIGHTS CHS 3BRAVO MEDICAL MAG 3BURBANK MS 3BURROUGHS MS/MAG 5BYRD MS/MAG 2CANOGA PARK HS/MAG 1CARNEGIE MS 6CARSON HS 6CARVER MS 4CENTRAL HS 3CHATSWORTH HS 1CHEVIOT HILLS HS 5CLAY MS 6CLEVELAND HS/MAG 1COLUMBUS MS 1COOPER HS 6CRENSHAW HS/MAG 5CURTISS MS/MAG 6DANA MS 6DEL REY HS 5DODSON MS/ MAG 6DORSEY HS/MAG 5DOUGLAS HS 1DOWNTOWN BUS MAG 4DREW MS/MAG 4EAGLE ROCK HS/MAG 3EAGLE TREE HS 6EARHART HS 2EDISON MS 4EINSTEIN HS 1EL CAMINO REAL HS 1EL SERENO MS/MAG 3ELIZABETH ST. LC 4ELLINGTON HS 6EMERSON MS 5EVANS CAS 3EVERGREEN HS 2FAIRFAX HS/MAG 4FLEMING MS 6FOSHAY MS 5FRANKLIN HS/MAG 3FREMONT HS/MAG 4FROST MS 1FULTON MS 2GAGE MS 4GARDENA HS/MAG 6GARFIELD HS/MAG 3GOMPERS MS 6GRANADA HILLS HS/MAG 1GRANT HS/MAG 2

GREY HS 1GRIFFITH MS/MAG 3HALE MS 1HAMILTON HS/MAG 5HARTE INTERMEDIATE 5HENRY MS 1HIGHLAND PARK HS 3HOLLENBECK MS 3HOLLYWOOD HS/MAG 4HOLMES MS/MAG 1HOPE HS 4HUNTINGTON PARK HS 4INDEPENDENCE HS 1INDEPENDENT STUDY CTR. 2INDIAN SPRINGS HS 5IRVING MS 3JEFFERSON HS 4JOHNSON HS 4JORDAN HS/MAG 4KENNEDY HS 1KING MS 3KING-DREW MEDICAL MAG 6LAUSD/LA CENTRAL LIBRARY 4LAUSD/USC MATH SCIENCE 5LAWRENCE MS 1LE CONTE MS/MAG 4LEONIS HS 1LEWIS HS 2LINCOLN HS 3LOCKE HS 6LONDON HS 2LOS ANGELES ACADEMY M.S 4LOS ANGELES CES 5LOS ANGELES CO. HS/ARTS 3LOS ANGELES HS/MAG 5MACLAY MS 2MADISON MS/MAG 2MANN MS 5MANUAL ARTS HS/MAG 5MARINA DEL REY MS 5MARK TWAIN MS 5MARKHAM MS/MAG 4MARSHALL HS 3McALISTER HS 5METROPOLITAN CONT 3MID-CITY ALTERNATIVE 5MIDDLE COLLEGE HS 6MILLIKAN MS/MAG 2MISSION HS 2MONETA HS 6MONROE HS/MAG 1MONTEREY HS 3MOUNT GLEASON MS 2MOUNT LUKENS HS 2MOUNT VERNON M.S 5MUIR MS/MAG 5MULHOLLAND MS 1NARBONNE HS/MAG 6NEWMARK HS 4NIGHTINGALE MS 3NIMITZ MS 4NOBEL MS/MAG 1NO. HOLLYWOOD HS/MAG 2NO. HOLLYWOOD ZOO MAG 3NORTHRIDGE MS 1ODYSSEY HS 4

OLIVE VISTA MS 2OWENSMOUTH HS 1PACOIMA MS/MAG 2PALISADES HS/MAG 5PALMS MS/MAG 5PARKMAN MS 1PATTON HS 6PEARY MS/MAG 6PHOENIX HS 5PIO PICO MS 5POLYTECHNIC HS/MAG 2PORTER MS/MAG 1PORTOLA MS/MAG 1PUEBLO HS 3RAMONA HS 3REED MS 2RESEDA HS/MAG 1REVERE MS/MAG 5RILEY HS 6RODIA HS 4ROGERS HS 2ROOSEVELT HS/MAG 3SAN ANTONIO HS 4SAN FERNANDO HS/MAG 2SAN FERNANDO MS 2SAN PEDRO HS/MAG 6SEPULVEDA MS/MAG 2SHERMAN OAKS CES 1SOUTH GATE HS 4SOUTH GATE MS 4STEVENSON MS/MAG 3STONEY POINT HS 1SUN VALLEY MS 2SUTTER MS 1SYLMAR HS/MAG 2TAFT HS 1TEMESCAL CANYON HS 532ND ST. ARTS/MATH/SCI 5THOREAU HS 1TRUTH HS 6UNIVERSITY HS 5VALLEY ALTERNATIVE 1VAN NUYS HS/MAG 2VAN NUYS MS/MAG 2VENICE HS/MAG 5VERDUGO HILLS HS 2VIEW PARK HS 5VIRGIL MS 4WASHINGTON HS/MAG 6WEBSTER M.S 5WEST GRANADA HS 1WESTCHESTER HS/MAG 5WESTSIDE ALTERNATIVE 5WHITE MS 6WHITMAN HS 4WILMINGTON M.S 6WILSON HS/MAG 3WRIGHT MS/MAG 5YOUNG HS 5

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D. Secondary Science Personnel

CENTRAL OFFICE STAFFTodd Ullah, Director of Secondary Science Programs

Hilda Tundstad, Senior SecretaryRoberta Herman, Supervising Accounting Tech

Sara Mejia, Office AssistantDon Kawano, Middle School Science CoordinatorDiane Watkins, High School Science Coordinator

Myrna Estrada, Integrated Coordinated Science SpecialistKaren Jones, Administrative Analyst

EAST LOS ANGELES MST CENTERPhone (323) 261-1139 Fax (323) 261-4901

961 Euclid Avenue, Los Angeles 90023

Albert Rodela, Elementary Science AdvisorAngela Okwo Secondary Science AdvisorLori P. Lewis, Senior Office AssistantTim Brown, Math/Science Technician

LOWMAN MST CENTERPhone (818) 765-3404 Fax (818) 765-4101

12827 Saticoy Street, North Hollywood 91605

Diana Takenaga-Taga, Elementary ScienceAdvisorDaniel McDonnell Secondary Science AdvisorRipsime Arakelian, Senior Office AssistantSteve Kobashigawa, Math/Science Technician

SAN PEDRO MST CENTERPhone (310) 832-7573 Fax (310) 548-4407

2201 Barrywood, San Pedro 90731

Lillian Valadez-Rodela, Elementary ScienceAdvisorJohn Zavalney, Secondary Science AdvisorEmma Jackson, Senior Office Assistant

VAN NUYS MST CENTERPhone (818) 997-2574 Fax (818) 344-8379

6625 Balboa Boulevard, Van Nuys 91406

Teena Silver, Elementary Science AdvisorDavid Hicks Secondary Science AdvisorNancy Bentov, SecretaryBetty Hersh, Office AssistantLynne Bernstein, Life Science Lab TechnicianRon Tatsui, Math/Science TechnicianRobert Sosa, Math/Science TechnicianGary Cordon, Light Truck DriverTim Weld, Light Truck Driver

WESTSIDE MST CENTERPhone (310) 390-2441 Fax (310) 397-58611630 Walgrove Avenue, Los Angeles 90066

Henry Ortiz, Secondary Science AdvisorLaurence Daniel, Math/Science Technician

SAN GABRIEL MST CENTERPhone (323) 564-8131 Fax (323) 564-34638628 San Gabriel Avenue, South Gate 90280

Mark Gagnon, Elementary Science AdvisorKJ Walsh, Secondary Science AdvisorQuinta Garcia, Senior Office AssistantJohn Mann, Math/Science Technician

Los Angeles Unified School DistrictScience Branch

Los Angeles Urban Systemic ProgramMathematics/Science Department

333 South Beaudry Avenue, 25th FloorLos Angeles, CA 90017

(213) 241-6880 Fax (213) 241-8469

Roy RomerSUPERINTENDENT OF SCHOOLS

Ronni EphraimChief Instructional Officer

Liza G. Scruggs, Ph.D.Assistant SuperintendentInstructional Support ServicesTodd UllahDirector Sceondary ScienceNorma BakerDirector Elementary Programs

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Local District Personnel

Local District 16621 Balboa Blvd.Van Nuys, CA 91406Luis Rodriguez, Science ExpertPhone: 818-654-3600Fax: 818-881-6728luis.x.rodriguez@lausd.net

Local District 2The Academy Building5200 Lankershim Blvd.North Hollywood, CA 91601Dave Kukla, Science SpecialistPhone: 818-755-5332Fax: 818-755-9824dave.kukla@lausd.net

Local District 33000 Robertson Blvd., Suite 100Los Angeles, CA 90034Karen Jin, Science ExpertPhone: 310-253-7143Fax: 310-842-9170karen.jin@lausd.net

Local District 4Harbor Building4201 Wilshire Blvd., Suite 204Los Angeles, CA 90010Thomas Yee, Science SpecialistPhone: 323-932-2632Fax: 323-932-2114thomas.yee@lausd.net

Local District 52151 North Soto St.Los Angeles, CA 90032Robert Scott, Science ExpertMichelle Parsons, Science ExpertPhone: 323-224-3139Fax: 323-222-5702robert.scott@lausd.netMichele.parsons@lausd.net

Local District 6Bank of America Building5800 S. Eastern Ave., 5th FloorCity of Commerce, CA 90040Pamela H. Williams, Science ExpertPhone: 323-278-3932Fax: 323-720-9366pamela.williams@lausd.net

Local District 710616 S. Western Ave.Los Angeles, CA 90047Roman del RosarioPhone: 323-242-1356Fax: 323-242-1391roman.delrosario@lausd.net

Local District 81208 Magnolia Ave.Gardena, CA 90247Gilberto Samuel, Science ExpertPhone: 310-354-3547Fax: 310-532-4674gilberto.samuel@lausd.net

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E. Recommended Programs and Contacts

Program Standard or Standard SetCovered

GradeLevels

Contact

Center forMarine Studiesat Fort Mac-Arthur

Energy In the Earth System5b, 5d, 5g, ChemistryStandard Set 6Solutions 6a, 6d, Acids andBases5b,5d

9-12 Jeanine Mauch310 547 9888

Three day program created by LAUSD teachers provides a marine setting for students toconduct field labs to investigate the marine environment. Provides exemplary marine sciencecurricular journeys to students of all ages centered around the Marine Mammal Care Centerat Fort MacArthur and the Los Angeles Oiled Bird and Education Center.

Parks asLaboratories

Energy In the Earth System4b, Acids and Bases 5d,5aSolutions 6a, 6d, Acidsand Bases5b,5d

9-12 John Blankenship805 498-0305

One day program with National Park Service staff and retired LAUSD teachers lets studentsinvestigate the biotic and abiotic factors that affect the different ecosystems in the SantaMonica Mountains. Students learn to use a multitude of science tools and receive data to takeback to the classroom to analyze with their teacher.

GLOBE Energy In the Earth System 4b4c, 5e, Solutions 6a, 6d, Acidsand Bases5b,5d, Climate andWeather 6a,6b ,6d BiogeochemicalCycles 7b, 7c. Waves 4f. Ecology

9-12 Westside MSTCenterHenry Ortiz310 390 2441www.globe.gov

Program involves students in ongoing scientific research with national and internationalscientists to investigate their environment. Program includes scientific protocols inHydrology, Land Cover, Soil, Atmosphere, GPS. Students also learn how to analyze thereflection bands of satellite images using image processing and use GIS to make land covermaps.

COSEE WestMarine ScienceActivities

California geology 9a, 9cEnergy in the Earth SystemOcean and Atmospheric Circulation5a,5b, 5c,5d

9-12 Dr, Judith Lemus213 740-1965

Center for ocean Sciences Education Excellence (COSEE-West) activities use the marinesciences as a context for learning biology, chemistry, physics and earth science. Activitiesand trainings utilize university staff and experienced teachers to deliver content andpedagogy to teach about ongoing cutting edge research.

FluidEarth/LivingOcean

Biogeochemical Cycles7a,7b7c. Ecology 6e,6f

9-12 Dr. ErinBaumgartner

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Program Standard or Standard SetCovered

GradeLevels

Contact

OceanInquiry Training

Genetics 2d. Cell Biology 1aChemical thermodynamics 7a,7bSolutions 6 a, 6b, 6d,6e*,6f*Gases and their properties 4b,4c,4eChemistry 1a,1b,1c,1d,1eWaves 4a,4b,4c,4d,4fEnergy in the Earth SystemOcean and Atmospheric Circulation5a,5b, 5c,5dDynamic Earth Processes3a,3b,3c,3d,3e*

800 799-8111Henry OrtizWestside MST Center310 390 2441

Inquiry lessons in this program contain classroom-tested activities that successfully teachimportant concepts dealing with the marine environment.National ParksWildland FireEcology

Solutions 6a, 6d, Acids andBases5b,5d. Heat andThermodynamics 3aSolutions 6 a, 6b, 6d,6e*,6f*

9-12 BarbaraApplebaum805 498 0305

Program takes students into environments that have burned in the National Park System tocompare and contrast burn areas with non burn areas in the Santa Monica Mountains.Program utilizes national Park staff and experienced retired LAUSD science teachers.

Bio-TechnologyTraining

Genetics (Molecular Biology)4a,4b,4c,4d Genetics(Biotechnology) 5a, 5b,5c,5d*

9-12 LowmanMST CenterDan McDonnell818-759-5310

Program allows students the opportunity to use sophisticated biotechnology equipment andkits to investigate topics that address the science standards in genetics and cell biology.Students use restriction enzymes (endonucleases) to cut DNA into fragments and separatelengths using gel elecrophoresis.

Trout In theClassroom

Ecology 6a,6b,6c,6d,6e,6f,6g* 9-12 Westside MST CenterHenry Ortiz310 390 2441

Partnership with the department of Fish and Game allows students the opportunity to raisetrout in their own classroom to investigate the life cycle of organisms, biotic and abioticfactors that influence the health of Salmonids and the natural environmental conditionsnecessary to sustain populations in the wild. Students are involved in creating an artificialenvironment that will maintain the health of the trout.

TemescalCanyon FieldScienceProgram

Energy In the Earth System4b, Acids and Bases 5d,5aSolutions 6a, 6d, Acidsand Bases5b,5d

9-12 Kristen Perry310 454-1395 Ext. 151

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Program Standard or Standard SetCovered

GradeLevels

Contact

Three day program uses the natural environment in Temescal Canyon for students toinvestigate the Natural environment using scientific tools. Students contribute data to anational database that can be investigated on the students return to their campus so that it canbe compared to other data worldwide.

Channel IslandsNationalMarineSanctuary

California Geology 9a, 9cEcology 6a,6b,6c,6d,6e,6f,6g*

9-12 Laura Francis805 884-1463

The mission of the Channel Islands Marine Sanctuary is to protect the marine life, habitatsand cultural resources in the waters surrounding the Channel Islands. This is accomplishedthrough research, education and resource protection programs. The agency works inpartnership with the center for Image Processing in Arizona and with other educationalagencies such as LAUSD to conduct science teacher training programs.

The ChannelIslands MarineResourceInstitute

Wendy Mayea805-488-3568e-mail:CIMRI2002@yahoo.com

The Channel Islands Marine Resource Institute, founded in 1997 in partnership with OxnardCollege, is a marine resource facility located at the entrance to the Port Hueneme Harbor.CIMRI’s objectives focus on education, research, restoration, and conservation. Our non-profitfacility has circulating ocean water with over 3000 sq. feet of wet lab space and a classroom area.CIMRI offers age-specific K-12 guided tours and a mobile touch tank. Tours may includevideos, touch tank, and multi-tank experiences; including encounters with a variety of species ofechinoderms, crustacea, mollusks, and fish. Students will see our continuing White Sea bass andwhite abalone restoration projects in progress. High school students can jumpstart their entranceto Oxnard College’s Marine Studies Program by taking classes during their senior year. CIMRIalso offers sabbatical opportunities for educators to develop their own project or participate in anongoing project.Cabrillo MarineAquariumEducationProgram

Ocean and Atmospheric Circulation5b,5d,5f. Ecology 6a,6b,6c,6d,6e6f,6g*. California geology 9a, 9c

9-12 Linda Chilton310 548 7562

Year-round after 1 pm: Outreach – brings the ocean to your school. Year-round: Sea Search– guided hands-on marine lab and field investigations. Year-round*customized programs areavailable. New Aquatic Nursery program – the science of aquaculture and how we doScience. New Exploration Center – an opportunity to explore and investigate coastal habitatsand the processes that impact them through hands-on investigations

RoundhouseMarineStudies Lab &Aquarium

Ecology 6a,6b,6c,6d,6e, 6f,6g*California Geology 9a, 9cOcean and AtmosphericCirculation 5b,5d,5f

9-12

7-13

Program Standard or Standard SetCovered

GradeLevels

Contact

A non-profit teaching based aquarium.Oceanographic Teaching Stations, Inc. (O.T.S.) was established in 1979 by our foundingBoard Member, Richard L. Fruin, and was incorporated as a California non-profitorganization under section 501(c)(3) of the Internal Revenue Code in 1980.  O.T.S. currentlyoperates the Roundhouse Marine Studies Lab and Aquarium ("Roundhouse") located at theend of the Manhattan Beach Pier.  As stated in its corporate articles, the specific and primarypurposes of O.T.S. and the Roundhouse are to foster and promote the public study of, andinterest in, the oceans, tidelands and beaches of Southern California, the marine life therein,and the impact of human populations on that environment.  Through its innovative educational programs, O.T.S. offers classes to schools located in thesurrounding communities as well as throughout the greater Los Angeles area and teachesover 17,000 school children annually.  As marine education is our main focus, O.T.S. hasendeavored to make its classes and programs available to all children, regardless of income. While the majority of classes are funded by the schools, O.T.S. does offer some grant classesand is constantly pursuing grants to provide classes, free of charge, to teachers & theirstudents. After a long relationship with the Los Angeles County of Education, all of our MarineScience Education Programs have been designed to meet statewide teaching standards for allage groups.  Furthermore, and most importantly, our Co-Directors are also the teachers, theplanners & the coordinators, which means, classes can all be catered to specifically meetteachers' needs!

Santa MonicaPier Aquarium

Ecology 6a,6b,6c,6d,6e, 6f,6g*Ocean and Atmospheric Circulation5b,5d,5f

9-12 Joelle Warren

Key to the Sea Curriculum--Key to the Sea is a revolutionary marine environmentaleducation program designed for teachers and elementary school children throughout LACounty. This program educates children (K-5) about watershed stewardship, storm waterpollution prevention and marine conservation-through fun, hands-on and engagingeducational activities. The program has an exciting Beach Exploration component, featuringoutdoor education kits and trained naturalists.Key to the Sea makes it possible for children to experience the wonder of nature and to learnabout the important responsibility we all share in taking care of our coastal environment.Young people, as future stewards of the environment, need to become aware of howstormwater pollution affects the beaches and marine environment, how they can protectthemselves from thehealth risks of exposure to polluted waters, and how they and their families can make adifference by preventing pollution. 

Aquarium ofthe Pacific

Ecology 6a, 6b, 6c, 6d, 6e,6f, 6g*. Ocean and Atmospheric

Circulation5b,5d,5f

9-12 Amy Coppenger888 826-7257

7-14

Program Standard or Standard SetCovered

GradeLevels

Contact

Aquarium offers learning experiences for students of all ages. Conduct field trips for studentsand trainings for teachers

UCLA SeaWorldMarine ScienceCruises

Ecology 6a, 6b, 6c, 6d, 6e 9-12 Peggy Hamner310 206 8247

UCLA offers marine science Cruises for student groups to explore the world of anoceanographer and marine biologist. Cruises run four hours and take off from the Marina DelRey harbor.

AP ReadinessProgram

Advanced Placement ExamsContent Training for teachers

Priscilla Lee310 206 6047

Teachers are instructed in the content and laboratory exercises for various AdvancedPlacement classes by master teachers and university staff. Teachers are given the opportunityto bring students so they can learn along with them.

GLOBE In TheCity AirQualityMonitoringProgram

Ecology 6a,6b,6c,6d,6e, 6f,6g*Gases and their properties 4b,4c,4eChemistry 1a,1b,1c,1d,1e

Waves4a,4b,4c,4d,4f

Priscilla Lee310 206 6047

Students in this program are given the opportunity to use sophisticated air quality monitoringsystems to conduct research along with UCLA professors and students. The end product ofthe program is a student published scientific report on an air quality issue in California.Teachers receive instruction from professors from the Institute of the Environment at UCLA.Departments represented include the school of mathematics and Atmospheric Sciences, TheSchool of public Health and the School of Engineering.

OceanExplorersProgram

Waves 4a,4b,4c,4d,4fCalifornia Geology 9a, 9cEcology 6a,6b,6c,6d,6e, 6f,6g*.

9-12 Steven Moore, Ph.D.Executive DirectorCenter for ImageProcessing in Education520/322-0118,ext.205

7-15

Program Standard or Standard SetCovered

GradeLevels

Contact

This program teaches participants how to use GPS and GIS technology to help students gaina greater appreciation and knowledge of California’s natural resources. The programemphasizes the 9-12 standards covering California Geology and utilizes state of the artprograms to show students how to display more visually captivating scientific data on maps.The program also explores the nexus of science with language arts. Students are given thetools to strengthen and sharpen their presentation skills.