Download 3 Weeks Unit Essential Question

Student Learning Map UNIT 1
Grade Level: High School
Subject: Biology I Honors
UNIT/ORGANIZING
PRINCIPLE:
Unit Essential Question:
How is biology studied as a science?
Introduction to Biology/ Nature of Science
Key Learning Statement:
Scientists conduct investigations and use empirical evidence to
reach conclusions about the natural world.
Lesson Essential Questions
The Science of Biology
• What traits characterize living
things?
• How do you work safely in the
lab?
Scientific Thinking
• What is science?
• What processes are used to
answer questions in science?
• What are the differences
between theories, laws, and
hypotheses?
Tools and Technology
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What are the different types of
microscopes and when are they
used?
What tools are used to collect,
record, and analyze data?
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PACING: 3 Weeks
Know
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Characteristics of living things.
Lab safety procedures.
Do
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Demonstrate lab safety procedures.
•
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Identify what is science and non-science.
Evaluate scientific claims and their sources.
Explain the difference between hypothesis, theory,
and law.
Use good scientific practice to engage in student
directed inquiry.
Plan and conduct a scientific investigation
o Construct data tables, create and analyze
graphs.
o Write a lab report.
o Research a scientific question using reliable
sources of information; credit sources.
o Make inferences from scientific
observations.
homeostasis
hypothesis
theory
law
control
data
inference
empirical evidence
science
test (independent) variable
outcome (dependent) variable
bias
compound light microscope
scanning electron microscope
transmission electron microscope
dissecting microscope
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Measure using SI units; calculate.
Differentiate the functions of various types of
microscopes.
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: High School
Subject: Biology I Honors
UNIT/ORGANIZING
PRINCIPLE:
Introduction to Biology/ Nature of Science
ACTIVITIES AND RESOURCES
PACING: 3 Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Resources: Holt McDougal – Biology
• Chapter 1, Sections 1, 2, & 3
• Suggested: Lab Handbook-Back of Text R1R17
An osmosis investigation was conducted using chicken eggs to represent cells with
semipermeable membranes. The mass of each egg was measured to determine how much
water diffused into or out of the eggs. The eggs were first soaked in vinegar to dissolve the
shell. Each egg was then placed in one of three different solutions for 24 hours. The table
below shows the results of the investigation.
Activities (District Requires a Lab Report Written)
• Inquiry based labs
• Science Fair Project (OPTIONAL)
• SI units activities
• SC.9.1.2.N.1.1, SC.9.12.N.1.6 Biology
Writing Prompt
Homework: BLG Unit 1
Online Quia Quizzes
Based on this experiment, which of the following should be inferred about cells with semipermeable
membranes?
Teacher created
assignment
A.
B.
* C.
D.
FCA #1 CONTENT FOCUS
Substances other than water may also cross the cell membrane.
Substances other than water may block pores in the cell membrane.
Water enters the cell when placed in environments of high water concentration.
Water leaves the cell when placed in environments with a low concentration of solutes.
SEMESTER EXAM
Experimental design
3 MC
Experimental design
3 MC
Types of microscopes
1 MC
Scientific Theory
1 MC
Reliability of data
1 MC
Reliable sources
1 MC
Hypothesis, Theory, Law
1 SR
Types of microscopes
1 MC
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CULMINATING ACTIVITY
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Inquiry-based lab with lab
report.
Suggested Lab: Reaction
Time
Lab Binder, Unit 9: Human
Biology page 18
STRATEGIES FOR DIFFERENTIATION
Differentiation for Low Content Students:
•
Use the Florida Interactive Reader to help students
understand essential content.
•
Have students analyze simple experiments and
identify the parts of the scientific process
•
Make a graphic organizer with visual cues to
differentiate among the types of microscopes.
Differentiation for High Content Students:
• Have these students research find out about a
great historical discovery in biology and identify the
scientific processes the scientist used. Share the
information with the class.
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: High School
Subject: Biology I Honors
Macromolecules/Properties of Water
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
How is chemistry important to living things?
PACING: 5 Weeks
Key Learning Statement:
Each macromolecule has a particular role in the metabolism of
organisms. The unique properties of water make it essential for the
reactions involving macromolecules.
Lesson Essential Questions
Know
Do
•
Chemical Reactions
• What determines how atoms interact?
• How do you interpret a chemical
equation, simple formula, and structural
formula?
covalent bond
hydrogen bond
valence electrons
•
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cohesion
adhesion
pH
polar molecule
solvent
high specific heat
expansion upon freezing
amino acid
monosaccharide
polysaccharide
glycerol
fatty acid
nucleotide
polypeptide
catalyst
activation energy
Properties of Water
• What properties of water make it
important for life?
• How does the structure of the water
molecule determine the properties of
water?
Macromolecules
• What are the structures and functions of
the four major groups of organic
compounds?
Enzymes
• How do enzymes work?
• How are enzymes important in
metabolism?
• What factors affect enzymes?
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Substrate concentrate, temperature and pH
affect rate of enzyme activity
Understand the unique properties of
carbon.
Diagram the particles that make up
atoms.
Explain the formation of ionic bonds and
covalent bonds.
Interpret chemical and structural
formulas.
Describe the special properties of water
and explain its importance.
Explain the formation of hydrogen
bonds.
Describe the structure and function of
carbohydrates, lipids, proteins and
nucleic acids.
Model the structure of a molecule.
Explain the roles of enzymes and
factors that affect them.
Explain how enzymes speed up
chemical reactions by lowering
activation energy.
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Grade Level: High School
Subject: Biology I Honors
Macromolecules/Properties of Water
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 5 Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Resources: Holt McDougal – Biology
• Chapter 2 Section 2, Section 1
• Chapter 2, Sections 2-5
Water is essential for life. Its special properties make water the single
most important molecule in plant life. Which of the following properties
of water enables it to move from the roots to the leaves of plants?
A.
Water expands as it freezes.
B.
Water is an excellent solvent.
* C.
Water exhibits cohesive behavior.
D.
Water is able to moderate temperatures.
At least one wet lab:
• Bioassay
• pH testing
• Enzyme lab
As food travels through the digestive system, it is exposed to a variety of
pH levels. The stomach has a pH of 2 due to the presence of
hydrochloric acid (HCl), and the small intestine has a pH ranging from 7
to 9. HCl converts pepsinogen into pepsin, an enzyme that digests
proteins in the stomach. Which of the following most likely happens to
pepsin as it enters the small intestine?
* A.
It becomes inactive.
B.
It begins to replicate.
C.
Its shape changes to engulf large proteins.
D.
Its activity increases to digest more proteins
Enzymatic Activity, p. 57, Holt Textbook
Biotechnology in Food Products – Holt Lab Binder, p. 29-35
Model Eliciting Activity: The Need for Enzymes
FCA #1 CONTENT FOCUS
Structure and function of macromolecules
Function of enzymes
Properties of water
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CULMINATING
ACTIVITY
SEMESTER EXAM
3 MC
2 MC
5 MC
Enzymes
Properties of water
Macromolecules
2 MC
1 MC
4 MC
•
Writing prompt:
answer the Unit
Essential Question
STRATEGIES FOR DIFFERENTIATION
Differentiation for Low Content Students:
-Point out to students that among the vocabulary
terms about the properties of water are words that
can be paired and compared (cohesion-adhesion,
solvent-solute). Use diagrams to compare these
terms.
Differentiation for High Content Students:
-Have students use Cornell notes to outline
information about water. Include a diagram for
each term.
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