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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. 12/07 aleclair 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 12/07 aleclair 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. 12/07 aleclair 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 12/07 aleclair 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) 12/07 aleclair 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. 12/07 aleclair 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? 12/07 aleclair 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. 12/07 aleclair 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