Download Science - the Southwick-Tolland-Granville Regional School District

Science
Topic/Unit: Biology - Anatomy and Physiology
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe how the human body is organized. Students will also be able to explain homeostasis
and how it allows the body to perform its normal functions
Essential Questions: Describe the functions of digestive, circulatory, respiratory, nervous, muscular, skeletal, reproductive, and endocrine? Explain how all body
systems communicate and work together to maintain homeostasis.
Suggested Number of Sessions: 16
Content
B4:1 Explain generally how the
digestive system converts
macromolecules from food into
smaller molecules that can be used
by cells for energy and for repair
and growth.
B4:2 Explain how the circulatory
system transports nutrients and
oxygen to cells and removes cell
wastes. Describe how the kidney
and the liver are closely associated
with the circulatory system as they
perform the excretory function of
removing waste from the blood.
Recognize that kidneys remove
nitrogenous wastes, and the liver
removes many toxic compounds
from blood.
12/07 aleclair
Suggested Instructional
Activities/Technology
B4:1 Coloring templates digestive
system
Inquiry activities:
Web/CD Activity 21A Digestive
System Function (Biology
Concepts & Connections)
Web/CD Activity Thinking as a
Scientist – What role Does
Amylase Play in Digestion?
Laboratory experiments:
Biology p.982 Quicklab – How do
villi help the small intestines
absorb nutrients?
Biology p.990 Investigation the
Effects of Enzymes on Food
Molecules
B4:2 Coloring templates
Circulatory/ Excretory systems
Inquiry activities:
Biology p. 942 What factors affect
heart rate?
Laboratory experiments:
Create simulation of circulatory
system using plastic tubing and
liter bottles
Resources
Miller/Levine. Biology Lab
Manual. Prentice Hall, 2004.
Suggested Assessments
Informal assessment: teacher
observations/questions during
class work activities
i Text Interactive textbook online
and CD ROM
The Princeton Review. Biology
Color Workbook. Random House,
1998.
Campbell/Reece. Biology
Concepts and Connections.
Prentice Hall, 2003.
Web/CD
Section review worksheets packets
including chapter summaries,
guided reading worksheets and
teacher generated worksheets
Unit tests
Vocabulary and concept quizzes
Laboratory Reports
SciLink for related Chapters-codes
are listed in Chapter
Create a travel brochure for
nutrients traveling through
circulatory system
Research Activity – Kidney
Dialysis
Science
Topic/Unit: Biology - Anatomy and Physiology
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe how the human body is organized. Students will also be able to explain homeostasis
and how it allows the body to perform its normal functions
Essential Questions: Describe the functions of digestive, circulatory, respiratory, nervous, muscular, skeletal, reproductive, and endocrine? Explain how all body
systems communicate and work together to maintain homeostasis.
Suggested Number of Sessions: 16
B4:3 Explain how the respiratory
system provides exchange of
oxygen and carbon dioxide.
B4:4 Explain how the nervous
system mediates communication
among different parts of the body
and mediates the body’s
interactions with the environment.
Identify the basic unit of the
nervous system, the neuron, and
explain generally how it works.
B4:5 Explain how the
muscular/skeletal system works
with other systems to support the
body and allow for movement.
Recognize that bones produce
blood cells.
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B4:3 Color template: Respiratory
system
Laboratory experiments:
Biology p. 960 How does your
body respond to increases in
carbon dioxide?
Biology p. 964 Make a plastic lung
to simulate lung function
Mini Research: Medical advances
used to respiratory diseases
Create a concept map explaining
how gas exchange in lungs takes
place
B4:4 Coloring templates: The
Nervous system, The Nerve
Impulse, and The Brain
Inquiry activities:
Create neuron model and simulate
an action potential
Biology p. 903 Quicklab – How do
you respond to an external stimuli
Biology Lab manual A –
Observing Nervous Responses
B4:5 Coloring templates:
Muscular/skeletal system
Inquiry activities:
Biology p. 920 How do your joints
move?
Laboratory experiments:
Biology p.930 What do tendons
do?
Biology Lab manual A Observing
bone composition and structure
Use Venn diagram to compare and
contrast skeletal muscle tissue,
smooth muscle tissue, and cardiac
muscle tissue
Science
Topic/Unit: Biology - Anatomy and Physiology
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe how the human body is organized. Students will also be able to explain homeostasis
and how it allows the body to perform its normal functions
Essential Questions: Describe the functions of digestive, circulatory, respiratory, nervous, muscular, skeletal, reproductive, and endocrine? Explain how all body
systems communicate and work together to maintain homeostasis.
Suggested Number of Sessions: 16
B4:6 Recognize that sexual
reproductive system allows
organisms to produce offspring
that receive half of their genetic
information from their mother and
half from their father, and that
sexually produced offspring
resemble, but are not identical to,
either of their parents.
B4:6 Coloring templates: Human
embryonic development,
female/male reproductive
systems,
Laboratory experiments:
Biology p. 1022 How do embryos
develop?
Biology Lab manual AComparing Ovaries and Testes
B4:7 Recognize that
communication among cells is
required for coordination of body
functions. The nerves
communicate with electrochemical
signals, hormones circulate the
blood, and some cells produce
signals to communicate only with
nearby cells.
B4:8 Recognize that the body’s
systems interact to maintain
homeostasis. Describe the basic
function of a physiological
feedback loop.
12/07 aleclair
Create a poster diagram making an
analogy of how a home heating
system is similar to how the body
maintains homeostasis
Science
Topic/Unit: Biology - Anatomy and Physiology
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe how the human body is organized. Students will also be able to explain homeostasis
and how it allows the body to perform its normal functions
Essential Questions: Describe the functions of digestive, circulatory, respiratory, nervous, muscular, skeletal, reproductive, and endocrine? Explain how all body
systems communicate and work together to maintain homeostasis.
Suggested Number of Sessions: 16
12/07 aleclair
Science
Topic/Unit: Biology - Anatomy and Physiology
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe how the human body is organized. Students will also be able to explain homeostasis
and how it allows the body to perform its normal functions
Essential Questions: Describe the functions of digestive, circulatory, respiratory, nervous, muscular, skeletal, reproductive, and endocrine? Explain how all body
systems communicate and work together to maintain homeostasis.
Suggested Number of Sessions: 16
12/07 aleclair
Science
Topic/Unit: Biology - Ecology
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe the factors that shape an ecosystem.
Essential Questions: Evaluate the efficiency of energy transfer among organisms in an ecosystem. Describe how matter cycles among the living and nonliving parts of
an ecosystem. Explain how biotic and abiotic factors influence an ecosystem. What factors affect population size?
Suggested Number of Sessions: 16
Content
B6:1 Explain how birth, death,
immigration, immigration, and
emigration influence population
size
Suggested Instructional
Activities/Technology
B6:1 Inquiry activities:
Biology p. 118 How do
populations grow?
Laboratory experiments:
Biology p. 125 Quicklab - How
does competition affect growth?
Biology p. 133 Investigating the
growth of a population of bacteria
B6:2 Analyze changes in
population size and biodiversity
that result from the following:
natural disasters, changes in
climate, human activity, and the
introduction of invasive, nonnative species.
B6:2 Inquiry activities:
Biology p. 138 What happens to
household trash?
Laboratory experiments:
Biology p. 153 Quicklab- How
does biological magnification
occur?
Biology Lab manual A Investigating Chemical Cycles in
the Biosphere
Biology Lab manual A -Observing
the effects of acid rain
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Resources
Miller/Levine. Biology/Lab
Manual. Prentice Hall, 2004.
i Text Interactive textbook online
and CD ROM
The Princeton Review. Biology
Coloring Workbook. Prentice
Hall, 1998.
Campbell/Reece. Biology
Concepts and Connections.
Prentice Hall, 2003.
SciLink for related Chapters-codes
are listed in Chapter
Suggested Assessments
Informal assessment: teacher
observations/questions during
class work activities
Section review worksheets packets
including chapter summaries,
guided reading worksheets and
teacher generated worksheets
Unit tests
Vocabulary and concept quizzes
Laboratory Reports
Biology p. 123 Analyze data
graphs on population trends
Biology p. 155 Mini Research
writing activity- choose a specific
endangered species and its habitat
and write a proposal that explains
the problem and offers one or
more possible conservation efforts
for that species
Science
Topic/Unit: Biology - Ecology
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe the factors that shape an ecosystem.
Essential Questions: Evaluate the efficiency of energy transfer among organisms in an ecosystem. Describe how matter cycles among the living and nonliving parts of
an ecosystem. Explain how biotic and abiotic factors influence an ecosystem. What factors affect population size?
Suggested Number of Sessions: 16
B6:3 Use a food web to identify
and distinguish producers,
consumers, and decomposers, and
explain the transfer of energy
through trophic levels. Describe
how relationships among
organisms add to complexity of
biological communities.
B6:4 Explain how water, carbon,
and nitrogen cycle between abiotic
resources and organic matter in an
ecosystem, and how oxygen cycles
through photosynthesis and
respiration.
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B6:3 Inquiry activities:
What relationships exist in an
ecosystem?
Laboratory experiments:
Biology p. 70 Quicklab – How is a
food chain organized?
B6:4 Coloring templates on water,
carbon, and nitrogen cycles
Laboratory experiments:
Biology p. 91 Quicklab- How do
abiotic factors affect different
plant species?
Science
Topic/Unit: Biology - Ecology
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe the factors that shape an ecosystem.
Essential Questions: Evaluate the efficiency of energy transfer among organisms in an ecosystem. Describe how matter cycles among the living and nonliving parts of
an ecosystem. Explain how biotic and abiotic factors influence an ecosystem. What factors affect population size?
Suggested Number of Sessions: 16
12/07 aleclair
Science
Topic/Unit: Biology - Evolution & Biodiversity
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to explain how evolution is the result of genetic changes that occur in constantly changing environments.
Students will be able to describe how over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction.
Essential Questions: Identify the main sources of inheritable variation in a population. Explain how natural selection affects single-gene and polygenic traits. Identify
the condition necessary for a new species to evolve. Describe the fossil record.
Suggested Number of Sessions: 12
Content
B5:1 Explain how evolution is
demonstrated by evidence from the
fossil record, comparative anatomy,
genetics, molecular biology, and
examples of natural selection.
B5:2 Describe species as
reproductively distinct groups of
organisms. Recognize that species
are further classified into a
hierarchical taxonomic system
based on morphological, behavioral,
and molecular similarities.
Describe the role that geographic
isolation can play in speciation
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Suggested Instructional
Activities/Technology
B5:1, B5:2, B5:3 Coloring
templates:
The Evolution of Placentals and
Marsupials
Evolution and the Shifting Earth
Resources
Miller/Levine. Biology Lab
Manual A. Prentice Hall, 2004.
i Text Interactive textbook online
and CD ROM
Suggested Assessments
Informal assessment: teacher
observations/questions during class
work activities
Section review worksheets packets
including chapter summaries,
guided reading worksheets and
teacher generated worksheets
Inquiry activities:
Biology p. 262 Are traits inherited?
The Princeton Review. Biology
Coloring Workbook. Random
House, 1998.
Map the HMS Beagle voyage
Unit tests
Campbell/Reece. Biology Concepts Vocabulary and concept quizzes
Laboratory Reports
and Connections. Prentice Hall,
2003.
Mini research to investigate the role
patients play in the development of
SciLink for related Chapters-codes
resistant antibiotics
are listed in Chapter
http://www.pbs.org/cgiregistry/2wgbh/evolution/library/search
.cgi
Biology p. 368 Do lima beans show
variation?
Biology p. 401 Can the
environment affect survival?
Science
Topic/Unit: Biology - Evolution & Biodiversity
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to explain how evolution is the result of genetic changes that occur in constantly changing environments.
Students will be able to describe how over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction.
Essential Questions: Identify the main sources of inheritable variation in a population. Explain how natural selection affects single-gene and polygenic traits. Identify
the condition necessary for a new species to evolve. Describe the fossil record.
Suggested Number of Sessions: 12
B5:3 Explain how evolution
through natural selection can result
in changes in biodiversity through
the increase or decrease of genetic
diversity within a population.
Laboratory experiments:
Breeding Bunnies
http://www.pbs.org/wgbh/evolution/ed
ucators/
lessons/lesson4/act1notes.html
Biology p. 387 Modeling Adaption
Does sexual reproduction change
genotype ratios?
Biology p. 411 Investigation
Genetic Diversity in Bacteria
Biology p. 420 Quicklab- What is a
half-life?
Biology p. 440 Modeling
Coevolution
12/07 aleclair
Science
Topic/Unit: Biology - Evolution & Biodiversity
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to explain how evolution is the result of genetic changes that occur in constantly changing environments.
Students will be able to describe how over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction.
Essential Questions: Identify the main sources of inheritable variation in a population. Explain how natural selection affects single-gene and polygenic traits. Identify
the condition necessary for a new species to evolve. Describe the fossil record.
Suggested Number of Sessions: 12
12/07 aleclair
Science
Topic/Unit: Biology - Cell Biology
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe the unique structures and functions of cells and the processes in which they grow,
and reproduce and maintain life.
Essential Questions: What are the distinct structures and functions of cells needed to carry out life processes?
Suggested Number of Sessions: 29
Content
Suggested Instructional
Activities/Technology
B2:1 Make cell part manipulative
using coloring templates
B2:1 Relate cell parts/organelles
to their functions. Explain the
role of cell membranes as a highly
selective barrier.
Write cell organelle analogy story
(compare cell parts/functions to a
school, car engine…)
Inquiry activities:
What is a cell? Using a microscope
and prepared slide?
Laboratory experiments:
Make a cell model
Quick Lab: How can you model
permeability in cells Biology p.187
Resources
Miller/Levine. Biology Lab Manual.
Prentice Hall, 2004.
i Text Interactive textbook online and
CD ROM
The Princeton Review. Biology
Coloring Workbook. Random House,
1998.
Campbell/Reece. Biology Concepts
and Connections. Prentice Hall, 2003.
Suggested Assessments
Informal assessments: teacher
observations/questions during class
work activities
Section review worksheet packets
including chapter summaries, guided
reading worksheets and teacher
generated worksheets
Unit tests
Vocabulary and concept quizzes
Laboratory Reports
Create a cell story analogy and
Web/CD
present it to the class
www.cellsalive.com
www.virtuacell.com
Exploration Virtual Lab: Investigating http://www.pbs.org/wgbh/nova/baby/di
vi_flash.html
Cell Structures and Processes
www.cellsalive.com and www.virtual
SciLink for related Chapters-codes are
cell.com activities
listed in Chapter
B2:2 Compare and contrast, at the
cellular level, the general
structures and degrees of
complexity of prokaryotes and
eukaryotes.
B2:2 Web/CD Activity 4B
Prokaryotic Cell Structure and
function (Biology Concepts &
Connections )
Web/CD Activity 16C Diversity of
Prokaryotes (Biology Concepts &
Connections)
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Using a Venn diagram, write a
paragraph comparing and contrasting
prokaryotic cells to eukaryotic cells
Science
Topic/Unit: Biology - Cell Biology
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe the unique structures and functions of cells and the processes in which they grow,
and reproduce and maintain life.
Essential Questions: What are the distinct structures and functions of cells needed to carry out life processes?
Suggested Number of Sessions: 29
Inquiry activity:
Biology p. 447 How can you classify
fruits?
B2:3 Use cellular evidence and
modes of nutrition to describe the
six the kingdoms.
B2:3 Biology p. 462 Lab-Classifying
Organisms Using Dichotomous Keys
Biology p. 453 Quicklab-How is a
cladogram constructed?
B2:4 Identify the reactants,
products, and basic purposes of
photosynthesis and cellular
respiration. Explain the
interrelated nature of
photosynthesis and cellular
respiration in the cells of
photosynthetic organisms
B2:4 Color templates light/dark
reactions and electron transport chain
Inquiry Activities:
Biology p. 200 How do organisms
capture and use energy?
Biology Concepts/Connections:
Web/CD Activity 7A The Sites of
Photosynthesis
Web/CD Activity 7B Overview of
Photosynthesis
Web/CD Activity 7D The Light
Reactions
Web/CD Activity 7E The Calvin
Cycle
Web/CD Activity Thinking as a
Scientist – How is the rate of
photosynthesis measure?
How do living things release energy?
Measuring Photosynthetic Rate in
Spinach Leaf Disks (Biology
Concepts & Connections)
Biology p.206 Quicklab – What waste
material is produced during
photosynthesis?
12/07 aleclair
Create a poster illustrating the 6
Kingdoms and their modes of
nutrition
Science
Topic/Unit: Biology - Cell Biology
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe the unique structures and functions of cells and the processes in which they grow,
and reproduce and maintain life.
Essential Questions: What are the distinct structures and functions of cells needed to carry out life processes?
Suggested Number of Sessions: 29
B2:5 Explain the important role
that ATP serves in metabolism
B2:5 Color templates for glycolysis,
Krebs cycle, and electron transport
chain
Biology p. 231Quicklab – How does
exercise affect disposal of wastes
from cellular respiration?
Biology p. 234 Investigating
Fermentation by making Kimchi
Using a table chart or Venn diagram
explain the similarities and difference
of photosynthesis and cellular
respiration
Exercise 6:2 Aerobic Respiration
(Biology Concepts & Connections)
B2:6 Describe the cell cycle and
the process of mitosis. Explain the
role of mitosis in the formation of
new cells, and its importance in
maintaining chromosome number
during sexual reproduction.
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B2:6 Color templates for cell cycle,
mitosis, and meiosis
Inquiry Activities:
www.cellsalive.com and www.virtual
cell.com activities
http://www.pbs.org/wgbh/nova/baby/
divi_flash.html web activity
Laboratory experiments:
Biology p. 242 Quicklab - What
limits the sizes of cells?
Biology p. 254 Modeling the Phases
of the Cell Cycle
Make poster models of mitosis phases
Exercise 8:2 The Process of Mitosis
(Biology Concepts & Connections)
Research Activity on Stem Cells
Research Activity on Cancer Cells
Science
Topic/Unit: Biology - Cell Biology
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe the unique structures and functions of cells and the processes in which they grow,
and reproduce and maintain life.
Essential Questions: What are the distinct structures and functions of cells needed to carry out life processes?
Suggested Number of Sessions: 29
B2:7 Describe how the process of
meiosis results in the formation of
haploid cells. Explain the
importance of this process in
sexual reproduction, and how
gametes form diploid zygotes in
the process of fertilization
B2:7 Make poster model for meiosis
Inquiry Activities:
www.cellsalive.com and www.virtual
cell.com activities
http://www.pbs.org/wgbh/nova/baby/
divi_flash.html
web activity
Laboratory experiments:
Exercise 8:3 The Process of Meiosis
(Biology Concepts & Connections)
Make a poster model of meiosis
phases
Writing activity-write a story about a
chromosome going through meiosis
for the first time
B2:8 Compare and contrast a
virus and a cell in terms of
genetic material and reproduction
B2:8 Web/CD Activity – Simplified
Reproductive Cycle of a DNA virus
Biology Concepts/Connections
Laboratory experiments:
Biology p. 482 Quicklab – How do
viruses differ in structure?
Research Activity – What are the
benefits and risks for various
vaccinations against deadly viruses?
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Writing activity – create a Venn
diagram comparing/contrasting
mitosis and meiosis
Science
Topic/Unit: Biology - Biology A – Chemistry of Life
Grade Level: 9-10
Curricular Goals/ Learning Outcomes: Students will be able to describe the functions of each organic compound and explain why enzymes are important to living
things.
Essential Questions: How do chemical elements form organic molecules that interact to perform the basic functions of life?
Suggested Number of Sessions: 6
Content
B1.1 Recognize that biological
organisms are composed primarily
of very few elements. The six
most common are C, H, N, O, P
and S.
Suggested Instructional
Activities/Technology
B1.1 Inquiry Activities: Do large
molecules behave exactly alike?
Laboratory experiments: Test
substances to identify elements
Resources
Miller/Levine. Biology Lab
Manual. Prentice Hall, 2004.
12/07 aleclair
Informal assessments: teacher
observations/questions during
class work activities
SciLinks for related chapter
Color templates of the 6 different
types of macromolecules
containing the most common
elements in living organisms
i Text Interactive textbook online
and CD ROM
Miller/Levine. Biology. Prentice
Hall, 2004.
Web/CD activity Diversity of
Carbon-based molecules
Web/CD activity Making and
Breaking Polymers
United Streaming video: The
Elements of Chemistry and the
Elements of Life video
Campbell/Reece. Biology
Concepts and Connections.
Prentice Hall, 2003.
Web/CD
B1.2 Explain the role of enzymes
as catalysts that lower the
activation energy of biochemical
reactions. Identify factors, such as
pH and temperature, that have an
effect on enzymes.
Suggested Assessments
B1.2 Hands on activity: create
paper or clay models of the 4
major organic substances
The Princeton Review. Biology
Coloring Workbook. Random
House, 1998.
Laboratory experiments: Test
foods to identify organic materials.
Test substances to measure pH
SciLink for related chapters
Section review worksheet packets
including chapter summaries,
guided reading worksheets and
teacher generated worksheets
Alternate assessment - create
model w/ labeling of enzyme,
active site, and substrate. Write a
paragraph that explains how the
model demonstrates the enzyme
function.
Prentice Hall Biology 2004 text
Inquiry activities for the Prentice
Hall chapter 2
Unit tests
Vocabulary and concept quizzes
Laboratory Reports
Science
Topic/Unit: Biology - Biology A – Chemistry of Life
Grade Level: 9-10
Curricular Goals/ Learning Outcomes: Students will be able to describe the functions of each organic compound and explain why enzymes are important to living
things.
Essential Questions: How do chemical elements form organic molecules that interact to perform the basic functions of life?
Suggested Number of Sessions: 6
B1.3 Explain the role of enzymes
as catalysts that lower the
activation energy of biochemical
reactions. Identify factors, such as
pH and temperature, that have an
effect on enzymes.
B1.3 Hands on activity: Analyze
data on how pH affects an enzyme
Laboratory experiments: Jello and
meat tenderizer lab, How does an
enzyme work? Liver enzyme
temperature, pH, hydrogen
peroxide lab
Investigating the effects of
temperature on enzyme activity?
Biology 2004
12/07 aleclair
Science
Topic/Unit: Biology - Biology A – Chemistry of Life
Grade Level: 9-10
Curricular Goals/ Learning Outcomes: Students will be able to describe the functions of each organic compound and explain why enzymes are important to living
things.
Essential Questions: How do chemical elements form organic molecules that interact to perform the basic functions of life?
Suggested Number of Sessions: 6
12/07 aleclair
Science
Topic/Unit: Biology - Genetics
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe how genes allow for the storage and transmission of genetic information.
Essential Questions: What is the overall structure of the DNA molecule? What are the events of DNA replication, transcription, and translation?
Suggested Number of Sessions: 13
Content
B3:1 Describe the basic structure
of DNA, and describe its function
in genetic inheritance
B3:2 Describe the basic process of
DNA replication and how it relates
to the transmission and
conservation of the genetic code.
Explain the basic processes of
transcription and translation, and
how they result in the expression
of genes. Distinguish among the
end products of replication,
transcription, and translation
Suggested Instructional
Activities/Technology
B3:1, B3:2 Coloring templates
DNA structure
Inquiry activities:
How do codes work?
Web/CD activity 12A Restriction
Enzymes (Biology Concept &
Connections)
Laboratory experiments:
Create model of DNA using
puzzle cut-outs
Biology Quicklab – How does a
cell interpret DNA?
Modeling DNA Replication
Resources
Miller/Levine. Biology Lab
Manual. Prentice Hall, 2004.
i Text Interactive textbook online
and CD ROM
The Princeton Review. Biology
Coloring Workbook. Random
House, 1998.
Campbell/Reece. Biology
Concepts and Connections.
Prentice Hall, 2003.
SciLink for related Chapterscodes are listed in Chapter
B3:3 Explain how mutations in the
DNA sequence of a gene may or
may not result in phenotypic
change in an organism. Explain
how mutations in gametes may
result in phenotypic changes in
offspring.
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B3:3 Coloring templates
Replication
Inquiry activities:
Are traits inherited?
Coin flip probability activity
Web/CD Activity 9A monohybrid
cross (Biology Concepts &
Connections)
Web/CD activity 9C Gregor’s
Garden (Biology Concepts &
Connections)
Web/CD Activity 9D Incomplete
Dominance (Biology Concepts &
Connections)
Web/CD Activity 9F Sex-Linked
HRM Human Relations Media
Package Genetics
http://gslc.genetics.utah.edu/
http://learn.genetics.utah.edu/units
/basics/index.cfm
http://learn.genetics.utah.edu/
http://www.pbs.org/wgbh/nova/ge
nome/program.html#
Suggested Assessments
Informal assessment: teacher
observations/questions during class
work activities
Section review worksheets packets
including chapter summaries,
guided reading worksheets and
teacher generated worksheets
Unit tests
Vocabulary and concept quizzes
Laboratory Reports
Construct DNA paper model of
transcription, translation, and
replication
Mini research project on genetic
disorders (list of disorders predetermined by teacher)
Science
Topic/Unit: Biology - Genetics
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe how genes allow for the storage and transmission of genetic information.
Essential Questions: What is the overall structure of the DNA molecule? What are the events of DNA replication, transcription, and translation?
Suggested Number of Sessions: 13
Genes (Biology Concepts &
Connections)
B3:4 Distinguish among observed
inheritance patterns caused by
several types of genetic traits.
Biology Lab Manual A Investigating Inherited traits
Biology p. 268 Quicklab How are
dimples inherited?
.
12/07 aleclair
Science
Topic/Unit: Biology - Genetics
Grade Level: 9/10
Curricular Goals/ Learning Outcomes: Students will be able to identify and describe how genes allow for the storage and transmission of genetic information.
Essential Questions: What is the overall structure of the DNA molecule? What are the events of DNA replication, transcription, and translation?
Suggested Number of Sessions: 13
12/07 aleclair
SOUTHWICK-TOLLAND REGIONAL SCHOOL DISTRICT
Course Title:
Biology
Biology A
Grade:
10
CONTENT:
The Scientific Method
The Chemistry of Life
The Structure and Function of Cells
Genetics
Human Anatomy and Physiology
Evolution and Biodiversity
Ecology
FRAMEWORKS/CURRICULUM STANDARDS:
THE CHEMISTRY OF LIFE
Broad Concept: Living things are made of atoms bonded together to form organic molecules.
1.1
Explain the significance of carbon in organic molecules.
1.2
Recognize the six most common elements in organic molecules (C, H, N, O, P,
S).
1.3
Describe the composition and functions of the four major categories of organic
molecules (carbohydrates, lipids, proteins, and nucleic acids).
1.4
Describe how dehydration synthesis and hydrolysis relate to organic
molecules.
1.5
Explain the role of enzymes in biochemical reactions.
THE STRUCTURE AND FUNCTION OF CELLS
Broad Concept: All living things are composed of cells. Life processes in a cell are based on
molecular interactions.
2.1
Relate cell parts/organelles to their functions.
2.2
Differentiate between prokaryotic cells and eukaryotic cells, in terms of their
general structures and degrees of complexity.
2.3
Distinguish between plant and animal cells.
2.4
Describe how cells function in a narrow range of physical conditions, such as
temperature and pH, to perform life functions that help to maintain
homeostasis.
2.5
Explain the role of cell membranes as a highly selective barrier (diffusion,
osmosis, and active transport).
2.6
Identify the reactants and products in the general reaction of photosynthesis.
Describe the use of isotopes in this identification.
2.7
Provide evidence that the organic compounds produced by plants are the
primary source of energy and nutrients for most living things.
2.8
Identify how cellular respiration is important for the production of ATP.
2.9
Explain the interrelated nature of photosynthesis and cellular respiration.
2.10
Describe and compare the processes of mitosis and meiosis, and their role in
the cell cycle.
GENETICS
Broad Concept: Genes are a set of instructions encoded in the DNA sequence of each organism
that specify the sequence of amino acids in proteins characteristics of that organism.
3.1
Describe the structure and function of DNA, and distinguish among
replication, transcription, and translation.
3.2
Describe the processes of replication, transcription, and translation and how
they relate to each other in molecular biology.
4/9/2014
1
SOUTHWICK-TOLLAND REGIONAL SCHOOL DISTRICT
Course Title:
Biology
Biology A
Grade:
3.3
3.4
3.5
3.6
3.7
3.8
3.9
10
Describe the general pathway by which ribosomes synthesize proteins by using
tRNAs to translate genetic information encoded in mRNAs.
Explain how mutations in the DNA sequence of a gene may be silent or result
in phenotypic change in an organism and in its offspring.
Differentiate between dominant, recessive, codominant, polygenic, and sexlinked traits.
State Mendel’s laws of segregation and independent assortment.
Use a Punnett Square to determine the genotype and phenotype of monohybrid
crosses.
Explain how zygotes are produced in the fertilization process.
Recognize that while viruses lack cellular structure, they have the genetic
material to invade living cells.
HUMAN ANATOMY & PHYSIOLOGY
Broad Concept: There is a relationship between structure and function in organ systems of
humans.
4.1
Explain how major organ systems in humans (e.g., kidney, muscle, lung) have
functional units (e.g., nephron, sarcome, alveoli) with specific anatomy that
perform the function of that organ system.
4.2
Describe how the function of individual systems within humans are integrated
to maintain a homeostatic balance in the body.
EVOLUTION & BIODIVERSITY
Broad Concept: Evolution and biodiversity are the result of genetic changes that occur in
constantly changing environments.
5.1
Explain how the fossil record, comparative anatomy, and other evidence
support the theory of evolution.
5.2
Illustrate how genetic variation is preserved or eliminated from a population
through Darwinian natural selection (evolution) resulting in biodiversity.
5.3
Describe how the taxonomic system classifies living things into domains
(eubacteria, archaebacteria, and eukaryotes) and kingdoms (animals, plants,
fungi, etc.).
ECOLOGY
Broad Concept: Ecology is the interaction between living organisms and their environment.
6.1
Explain how biotic and abiotic factors cycle in an ecosystem (water, carbon,
oxygen, and nitrogen).
6.2
Use a food web to identify and distinguish producers, consumers, and
decomposers, and explain the transfer of energy through trophic levels.
6.3
Identify the factors in an ecosystem that influence fluctuations in population
size.
6.4
Analyze changes in an ecosystem resulting from natural causes, changes in
climate, human activity, or introduction of non-native species.
6.5
Explain how symbiotic behavior produces interactions within ecosystems.
INSTRUCTIONAL METHODOLOGIES:
Lecture / Seminar
Labs Experiments
Peer Teaching
Simulations
Cooperative Learning
Mini-lessons
Focus Activities
Directed Reading
Supplemental Reading
INSTRUCTIONAL RESOURCES:
BIOLOGY ACADEMIC
4/9/2014
2
SOUTHWICK-TOLLAND REGIONAL SCHOOL DISTRICT
Course Title:
Biology
Biology A
Grade:
10
Miller, Ken S. and Joseph Levine. Biology. Prentice Hall, 2004.
[Text/Student-Teacher Edition]
Resources:
Guided Reading and Study Workbook [Student/Teacher]
Teacher Resources Includes:
Section Reviews
Vocabulary Reviews
Graphic Organizers
Enrichment
Lab Worksheets
Answer Keys
Chapter Tests – Levels A & B
Computer Test Bank with CD Rom
Transparencies
Laboratory Manual A & B [Teacher and Student Edition]
Teacher’s English Language Learners
Bio Detectives: Investigations in Forensics
Diagnostic Tests
Standardized Test Workbook
Lesson Plans
Issues and Decision Making
Biotechnology Manual
Prentice Hall Presentation Pro CD Rom
Interactive CD Rom [Textbook]
Virtual Labs [CD Rom]
Lab Simulations
Teacher Online Access Pack
Pearson Education Online Solutions
Prentice Hall Resource Pro [CD Rom]
BIOLOGY A
Campbell, Neil. Biology Concepts and Connections 4th Ed., 2003. [with CD
Rom]
Resources:
Powerpoint Lectures
Student Study Guide, 4th Ed.
Computer Test Bank
Instructor’s Guide to Text and Media
Campbell’s Image Presentation Library with Visual Guide
Preparation Guide for Laboratory Investigations
Text Bank
Laboratory Investigations for Biology, Jean Dickey, 2nd Ed. [Student and
Teacher]
BSCS Biology: A Molecular Approach. Blue Version – 8th Edition. Jon
Greenberg, Editor. Chicago, IL: Everyday Learning Corp., 2001. [With
Associated Materials (i.e. workbooks, transparencies, software)]
ACADEMIC SUPPORT: (see STRSD Curriculum accommodation plan)
Extra topics and projects of interest assigned to challenge gifted or highly interested
students.
4/9/2014
3
SOUTHWICK-TOLLAND REGIONAL SCHOOL DISTRICT
Course Title:
Biology
Biology A
Grade:
10
Teacher Aids for IEP students.
TECHNOLOGY RESOURCES:
Television
VCR/DVD Player
Laser Disc Player
Film Strip Projector
Video Microscope Camera
Tape Recorder
Compound
Microscopes
Stereoscopes
Microprojector
Microwave Oven
Computer
Smart Board
Overhead Projector
METHODS OF ASSESSMENT:
Standard BSCS Tests
Chapter & Unit Reviews
Final Exam
Class/lab Participation
Open Response Questioning
4/9/2014
Vocabulary Quizzes
Lab Quizzes
Lab Reports
Transparency Quizzes
Portfolio Notebook
Biology Journal
4