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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 • • What are the different types of microscopes and when are they used? What tools are used to collect, record, and analyze data? Version 1601 PACING: 3 Weeks Know • • Characteristics of living things. Lab safety procedures. Do • Demonstrate lab safety procedures. • • • 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 • • • • 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 Version 1601 CULMINATING ACTIVITY • • 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 • • • 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? Version 1601 • • • • • • • 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. Page 3 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 Version 1601 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. Page 4