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Nine Weeks: First Grade: 10 Class: Biology Weeks Common Core Standards 1st Nine Weeks *characteristics of life regulated by cellular processes Unit/Topic Into to Biology Curriculum Map Shadyside Local Schools Activities/Resources demonstration of living and nonliving characteristics ( candle v/s you) lab--Life Under a Microscope Cells: * prokaryotic & eukaryotic * cell structure and function * structure, function and interrelatedness of cell organelles Cells lecture and discussion; video “Journey through the Cell”; lab activities: Cell Structure and Function; handout on prokaryotic / eukaryotic cell features Instructor: Kapiskosky Building: High School Learning Objectives Vocabulary Students will create a list of life characteristics and compare these to nonliving objects. Students will view pond water and describe the characteristics of organisms found. homeostatsis evolution adaptation hypothesis biodiversity differentiate between eukaryotic and prokaryotic cells describe the cell theory describe the organelles and their funtions describe the structure of the cell membrane cell theory cytoplasm organelle prokaryotic cell eukaryotic cell cytoskeleton nucleus endoplasmic reticulum ribosome Golgi complex mitochondria cell wall chloroplast lysosome centriole phospholipid fluid mosiac model selective permeability Assessments F or S F-background knowledge probe-questioning technique to find prior knowledge; empty outline-students completes for homework; concept maps F- concept maps; use analogies to make a connection of the cell organelle functions; oral questioning; exit cards used to check for days understanding Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary First Nine Weeks ( cont) Cells cell function Active and passive transport processes lecture and discussion; demonstrations Lab-”Diffusion Across a Membrane” Describe passive transport Distinguish between osmosis, diffusion, and facilitated diffusion Describe active transport Distinguish among endocytosis, phagocytosis and exocytosis diffusion osmosis concentration gradient isotonic hypertonic hypotonic facilitated diffusion endocytosis exocytosis phagocytosis Assessments F or S F- quizzes (short 10 questions); use memory box; oral questions; concept maps Nine Weeks: Second Grade: 10 Class: Biology Weeks Second Nine Weeks Common Core Standards Cellular Processes Unit/Topic Activities/Resources Cells lecture and discussion; mitosis diagrams; classroom models of the stages of mitosis Lab activity-view slides of the stages of mitosis Cells lecture and discussion; diagram sheets of the the processes Lab activites: Rates of photosynthesis; Cellular Respiration and Fermentation *cell division and differentiation *photosynthesis, chemosynthesis, cellular respiration Curriculum Map Shadyside Local Schools Instructor: Kapiskosky Building: high school Learning Objectives Describe the stages of the cell cycle Vocabulary cell cycle mitosis cytokinesis chromosome chromatin chromatid centromere prophase metaphase anaphase telophase Assessments F or S F- oral questions; quick labs; memory boxes; clickers on ipad; exit questions F--concept maps; oral questions; think-pairshare; clickers Nine Weeks: Third Class: Biology Grade: 10 Building: High School Common Core Standards 3rd Nine Weeks Structure and function of DNA in cells DNA--the function and structure of the DNA molecule lecture and discussion of F. Griffith and the discovery of DNA transformation; Watson & Crick and the DNA structure; students will construct DNA strands ( regular) Advanced biology --lab “ Extracting DNA” Students will summarize the experiments of Griffith, Avery, Chase, Hershey and Watson and Crick that confirmed DNA as the transforming material in cells. Chromosome gene nuclotide nitrogen base bacteriophage double helix DNA replication process of a DNA molecule splitting and replicating lecture & discussion; lab activity Students will describe the role of enzymes in DNA replication; Students will summarize the process of DNA replication replilcation DNA polymerase Gene Mutations Altered genes may be passed on to every cell that develops from it. Activities/Resources Instructor: Kapiskosky Weeks Genes Code For Proteins Unit/Topic Curriculum Map Shadyside Local Schools Protein synthesis lecture and discussion of transcription and translation; worksheet of the central dogma Gene and chromosome mutations Discussion of the 2 categories of mutations--gene and chromosome; discuss the examples ( handout of examples) and what affect the have on the body. Learning Objectives Students will describe the relationship between DNA and RNA; Students will identify the 3 types of RNA Students will summarize the steps of transcription and translation. Students will distinguish between the different types of mutations; Students will explain why the mutations may or may not help the individual; list factors Vocabulary central dogma RNA transcription RNA polymerase messenger RNA ribosomal RNA transfer RNA translation codon stop codon start codon triplet code anticodon mutation point mutation frame-shift mutagens Assessments F or S F- concept map; think-pair-share; exit cards memory boxes; clicker questions-ipad users; oral questioning oral questioning; one-minute essay; thinkpair-share oral questioning; memory boxes Nine Weeks: Third Nine Weeks Class: Biology Weeks Third Nine Weeks Common Core Standards Grade: 10 Unit/Topic Curriculum Map Shadyside Local Schools Instructor: Kapiskosky Building: high school Activities/Resources Learning Objectives Vocabulary Assessments F or S Heredity *genetic mechanisms and inheritance Indroduction to genetics; Mendelian genetics lecture and discussion of early genetics-Mendel’s laws; discuss different types of inheritance patterns both Mendelian and non-Mendelian; Punnett square problems; pedigrees. Several lab activites--”Human Traits”, “Pedigree Analysis” Students will relate dominant and recessive inheritance patterns in autosomal chromosomes; Students will describe inheritance patterns of sex-linkage; Students will describe polygenic inheritance; Students will describe the discovery of linked genes; Students will complete Punnett square problems and pedigrees traits, genotypes,pheno types, carrier, dominant, recessive, homozygous, heterozygous, phenotype, genotype, allele, codminance, incomplete dominance F- memory boxes; clicker questions; task rotation; thinkpair-share Heredity *modern genetics Frontiers of Biotechnologymanipulation of DNA; Copying DNA; DNA fingerprinting; genetic engineering; genomics lecture and discussion of modern day techniques and testing procedues; Read and discuss Popular Science article-”DNA today”--group discussion of pros and cons of genetic engineering; lab activities Students will explain the role of restiction enzymes in cutting DNA; describe what a DNA fingerprint represents; describe the cloning process; describe genomics restriction enzymes, maps, PCR, DNA fingerprint, clone, recombinant DNA, plasmid, genomics, Human Genome Project concept map, application cards, oral questioning Nine Weeks: Fourth Class: Biology Weeks Fourth Nine Weeks Common Core Standards Grade: 10 Unit/Topic Curriculum Map Shadyside Local Schools Activities/Resources Instructor: Kapiskosky Building: High School Learning Objectives Vocabulary Assessments F or S Evolution * History of Life on Earth Fossils records; Early prokaryotic cells Discussion of fossil formation; fossil dating; Use fossil collection to discuss formation and types of rock used. Students will describe the ways a fossil can form. Students will identify the use of relative dating. relative dating, radiometric dating, isotope, half-life F- background knowledge probe, exit cards *Natural Selection *Genetic Drift *Gene Flow *Mutation Evolution Discussion of early ideas of evolution; Darwin and the theory of natural selection; Activity--interpreting line graphs with data; Complete concept maps; Predator-Prey Pursuit ( lab). Video--The Galapagos Islands--A living laboratory; Discuss the Hardy-Weinberg principle. Using classzone.com activities Students will: examine early ideas about evolution; describe how Darwin arrived at his idea about speciation; Summarize the 4 principles of natural selection; Explain immigration/emmigration; Describe genetic drift. evolution, species, gradualism, adaptation, variation, natural selection, artificial selection, population, goodness of fit F- background probe, focuses listening, empty outlines; concept maps Diversity of Life *speciation and biological classification *Variation of organisms within a species due to population genetics and gene frequency Classification, Speciation Discussion of how new species can arise--contributing factors Students will: Explain how isolation of populations lead to speciation; Describe how populations can become isolated; Compare different types and rates of extinction concept maps; clicker questions (ipad); oral questions; think-pairshare Diversity and Interdependence *Classification systems are frameworks for describing organisms. Classification; Linnaean system; Domains and kingdoms Discussion of the naming system developed by C. Linnaeus; phylogenic trees, cladograms, molecular clock, dichotomous keys gene pool, allele frequency, normal distribution, gene flow, genetic drift, speciation, convergent evolution, Students will: Examine the divergent scientific naming system evolution used by Linnaeus; Describe taxonomy, classification by cladistics; bionomial Describe classification a work nomenclature, in progress genus, species, cladistics, phylogeny, derived concept map; oral questions; quizzes Nine Weeks: Fourth Class: Biology Weeks Fourth Nine Weeks Common Core Standards Diversity and Interdependence of Life * Ecosystems Grade: 10 Curriculum Map Shadyside Local Schools Instructor: Kapiskosky Building: High School Unit/Topic Activities/Resources Learning Objectives Vocabulary Ecology Biotic/Abiotic Energy Flow in Ecosystem; Food Web and Chains Study of diversity and similarity at the molecular level of organisms. The effects of physical/chemical constraints on all biological relationships and systems are investigated. Discussion of how energy flows through a system. Lab activitesRandom sampling. Abiotic factors and plant growth Students will : Summarize the levels of organization; Identify biotic and abiotic factors in an ecosystem; Describe the roles of producers and consumers; relate cycling of matter to an ecosystem ecology, community, ecosystem, biome, biotic, abiotic, biodiversity, keystone species, producer, autotroph, heterotroph, consumer, chemosynthesis, food chain, herbivore, carnivore, omnivore, detritivore, decomposer, trophic level, biomall, energy pyramid, nitrogen fixation, hydrologic cycle Assessments F or S F- background probe; oral questions; concept map; memory boxes