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Life Science Fundamentals Instructional Sequence and Aligned Resources Life Science Fundamentals Pacing Guide Course Length: 1 Year Classroom Instruction and Review: 180 Hours Course Number: Life Science Fundamentals: 98753 District Requirement: Meets the Life Science requirement for high school graduation Credential Information: (Any Below) Specialist Credential in Special Education - Learning Handicapped Education Specialist Instruction Credential - Mild/Moderate Disabilities Year of Implementation: 2011-2012 District Approved Textbook/Materials: Science Explorer. Custom Bind. Books C, D, E, L Prentice Hall, Biology, Prentice Hall (2001 edition) Supplemental Materials: Science Explorer “Integrated Science Laboratory Manual”; “Teaching Resources” box for Book C: Cells and Heredity, Book D: Human Biology and Health, Book E: Environmental Science, Book L: Chemical Interactions; Safari Montage Videos http://safari.sweetwaterschools.org SUHSD Curriculum & Instruction 2012 Life Science Fundamentals Instructional Sequence and Aligned Resources District Course Content Standards and Content Objectives What follows are the content objectives for the Life Science Fundamentals course. Courses are listed according to the California State Science Standard or the California State Health Standard. The times presented here are estimates based on the amount of time students need to master a topic. Standards Addressed in Life Science Investigation & Experimentation: Scientific progress is made by asking meaningful questions and conducting careful investigations. Standard 1.0 – Cell Biology: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. Standard 2.0 – Genetics: Mutation and sexual reproduction lead to genetic variation in a population. # items on CMA/% of Exam 60 Questions Total 6/10% Cell Biology 10/17% Genetics 12/20% Standard 3.0 – Genetics: A multi cellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization. Standard 4.0 – Genetics: Genes are a set of instructions encoded in the NA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. Standard 5.0 – Genetics: The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. Standard 6.0 – Ecology: Stability in an ecosystem is a balance between competing effects. Standard 7.0 – Evolution: The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. Ecology 11/18% Evolution 11/18% Standard 8.0- Evolution: Evolution is the result of genetic changes that occur in constantly changing environments. Standard 15.0 – Physiology: As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. Standard 16.0 – Physiology: Organisms have a variety of mechanisms to combat disease. SUHSD Curriculum & Instruction 2012 Physiology 10/17% Life Science Fundamentals Instructional Sequence and Aligned Resources First Semester Content Objective Safety Demonstrate proper and safe handling of laboratory chemicals and equipment. Follow all directions when conducting experiments in a lab classroom. Suggested Pacing Week 1 ~5 hours Tools/Equipment Bio. I & E 1a: Select and use appropriate tools and technology, perform tests, collect data, analyze relationships, and display data. Essential Vocabulary Triple beam balance Ruler Graduated cylinder Mass Weight Volume Metric system Suggested Aligned Resources Comments Science Explorer (SE): All Books, Appendix A: “Laboratory Safety”, “Science Safety Rules” Appendix B: “Using a Laboratory Balance” Skills Handbook “Making Measurements” -Have students take and pass safety test w/100%. -In groups, have students create a safety poster on one of the lab rules. -Be sure students are familiar with the use of the metric system when completing labs. -The Science Explorer “Integrated Science Lab Manual” has resources on safety rules, safety symbols, a safety contract, and safety test. Integrated Science Lab Manual -Student Safety Manual p. v.-ix. -Laboratory Skills Checkup 1-5 p. xiii-xvii Metric System Review Scientific Method Gr. 9-12 CS1f: Distinguish between hypothesis and theory as scientific terms. Gr. 6 CS 7e: Recognize whether evidence is consistent with a proposed explanation. Gr. 8 CS 9c: Distinguish between variable and controlled parameters in a test. How to set-up an experiment & select approp. tools Bio. I & E 1a: Select and use appropriate tools and technology, perform tests, collect data, analyze relationships, and display data. Analyzing Results of an Experiment Gr. 9-12 CS 1c: Identify possible reasons for inconsistent results, such as sources or error or uncontrolled conditions. Gr. 9-12 CS 1j: Recognize the issues of statistical variability and the need for controlled tests. Gr. 7 CS 7c: Communicate the logical connection among hypothesis, science concepts, test conducted, data collected, and conclusions drawn from the scientific evidence. Gr. 6 CS 7c: Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. Content Objective SUHSD Curriculum & Instruction 2012 Week 2 ~5 hours Week 3 ~5 hours Suggested Pacing Scientific method Problem Hypothesis Theory Conclusion Results Data Inference Observation Experiment Variable Control Dependent variable Independent variable Validity Data Graph x-axis y-axis Metric units Results Conclusions Errors Essential Vocabulary Safari Montage(SM): Lab Safety SE: All Books Skills Handbook, “Think Like a Scientist”, “Conducting a Scientific Investigation”, “Thinking Critically” Integrated Science Lab Manual -Student Safety Manual p. v.-ix. -Laboratory Skills Checkup 1-5 p. xiii-xvii - Skills Lab 1: How to Use a Microscope p. 1 - Skills Lab 2: How to Use a Balance p. 7 -The textbook does not call the process “Scientific Method” but many resources outline it as such. Be sure to provide students with a systematic process to follow throughout the year when conducting experiments. -Student could create a flipbook of the scientific method steps (steps on the outside, definition on the inside) to use as a reference throughout the year. SE: All Books Skills Handbook, “Organizing Information”, “Creating Data Table and Graphs” Integrated Science Lab Manual - Skills Lab 1: How to Use a Microscope p. 1 - Skills Lab 2: How to Use a Balance p. 7 -“Changes in a Burning Candle” lab p. 257 or “Separating Plastics” p. 283 (as a practice lab through the scientific process) -You may consider completing a sample lab as a whole class that includes developing a hypothesis, testing the hypothesis, use of graphs, analysis of data, and development of conclusions in a formal manner. Students need to be shown samples prior to actually completing a lab on their own. -Another option is to complete the actual experiment in week 2 and the analysis/conclusions in week 3. Suggested Aligned Resources Comments Life Science Fundamentals Instructional Sequence and Aligned Resources Introduction to Cells Bio. 1: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. Bio. 1a: Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. Bio. 1c: Students know how prokaryotic cells, eukaryotic cells, and viruses differ in complexity and general structure. Bio. 6h: Students know that living organisms have many different kinds of molecules, including small ones, such as water and salt, and very large ones, such as carbohydrates, fats, proteins, and DNA. Gr. 7 CS 1c: Students know the nucleus is the repository for genetic information in plant and animal cells. Gr. 7 CS 1d: Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis. Gr. 8 CS 6b: Students know that living organisms are made of molecules consisting largely of carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur. Gr. 8 CS 6c: Students know that living organisms have many different kinds of molecules, including small ones, such as water and salt, and very large ones, such as carbohydrates, fats, proteins, and DNA. Weeks 4-7 ~15 hours Content Objective Suggested Pacing SUHSD Curriculum & Instruction 2012 Cell theory Prokaryote Eukaryote Cell Microscope Compound microscope Magnification Convex lens Resolution Cell wall Cytoplasm Cell membrane Mitochondria Nucleus Element Molecule Semi-permeable membrane Osmosis Macromolecules Carbohydrates Proteins Amino acids Lipids Nucleic acids DNA Carbon Hydrogen Nitrogen Science Explorer: Cells and Heredity, Book C: Ch. 1 p. 16-47; Chemical Interactions, Book L: p. 112-113 Essential Vocabulary Suggested Aligned Resources SE: Cells and Heredity “Teaching Resources” - Ch. 1 Section Summaries p. 16-29 -Ch. 1 Project: “Egg-speriment with a Cell” p. 8 -Ch. 1 Skills Lab: “A Magnified View of Life” p. 31 -Ch. 1 Test p. 155 SE: Cells and Heredity “Guided Study Workbook” -Ch. 1: “Cell Structure and Function” SE Integrated Science Lab Manual -“Cell Membranes and Permeability” Lab p. 65 Bio. p. 15-20, 44-48, 168-170, 172-189, 478479 Bio. p. 187 “Quick Lab: How can you model permeability in cells?” Safari Montage: “ Cells” video -Set against the backdrop of a soccer team in action, Cells takes a close-up look at the smallest living unit in the human body. -This is the perfect time to introduce the use and purpose of microscopes with a Microscope Lab. Be sure to include instructions on the parts of the microscope. -Science Explorer has teaching resources that come in separate boxes by topic/book. Each box contains, at minimum, a student and teacher’s edition, guided reading and study guide, teaching resources, and guided reading on audio CD. The “Teaching Resources” book includes lesson plans, reading & review worksheets, worksheets for labs and projects, assessments, and color transparencies. The reading level and audio support of these resources work well with struggling readers. -Students can build a model of the cell membrane using craft supplies (cotton swabs, yarn, pasta, pipe cleaners, cereal). -Having students create analogies for the functions of the organelles is a great way to assist with learning the organelle function. (e.g. The mitochondria is like a power plant because it created energy.) -The Biology text also comes with additional teaching resources. Be sure to refer to the “Adapted Reading & Study Workbook B” and “Lab Worksheets” to assist students in comprehending the text and concepts. Keep in mind that the Biology text includes more indepth material than the standards generally call for. LAB: Diffusion in a Bag: Fill a plastic baggie with a teaspoon of corn starch and a half cup of water and tie bag. Fill a beaker halfway with water and add ten drops of iodine. Place the baggie in the cup so that the cornstarch mixture is submerged in the iodine water mixture. Wait 15 minutes and record your observations. http://biologycorner.com/worksheets/diffusionla b.html Comments Life Science Fundamentals Instructional Sequence and Aligned Resources Cell Processes Bio. 1f: Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide. Weeks 8-9 ~7 hours Gr. 7 CS 1e: Students know cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes. Photosynthesis Respiration Chlorophyll Chloroplasts Carbon Dioxide Autotroph Heterotroph Fermentation Mitosis Prophase Metaphase Anaphase Telephase Science Explorer: Book C p. 50-68 SE: Cells and Heredity “Teaching Resources” -Ch. 2 Section Summaries p. 44-53 -Ch. 2 Real World Lab: “Gases in Balance” p. 59 -Ch. 2 Skills Lab: “Multiplying by Dividing” p. 61 -Ch. 2 Test p. 162 SE: Cells and Heredity “Guided Study Workbook” -Ch. 2: “Cell Processes and Energy” Bio. p. 204-209 & 244-249 Investigation & Experimentation Review Cell Biology Review Week 9 ~3 hours Review games for vocabulary: vocab bingo, Pictionary, charades. Fall Quarterly Exam SUHSD Curriculum & Instruction 2012 -The Real World Lab provided in the Teaching Resources can be effective as a demonstration for the class to show -A mnemonic device may help the students remember the phases of Mitosis, for example: Please Make A Taco –Prophase, Metaphase, Anaphase, Telephase -Be sure students are also able to recognize what each stage in Mitosis looks like in the cell. Google images is a great resource for mitosis pictures. -Creating a flipbook to organize diagrams and definitions of each mitotic phase could be helpful. The quarterly exam will be 20 questions in length. See quarterly blueprint for more information. Be sure to include the essential vocabulary in your review activities. Life Science Fundamentals Instructional Sequence and Aligned Resources Content Objective Suggested Pacing Essential Vocabulary Suggested Aligned Resources Comments Genetics Bio 2: Mutation and sexual reproduction lead to genetic variation in a population. Bio. 2a: Students know meiosis is an early step in sexual reproduction in which the pairs separate and segregate randomly during cell division to produce gametes containing one chromosome of each type. Bio 2b: Students know only certain cells in a multicellular organism undergo meiosis. Bio 2d: Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization). Bio 2e: Students know why approximately half of an individual’s DNA sequence comes from each parent. Bio 2f: Students know the role of chromosomes in determining an individual’s sex. Bio. 3a: Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive). Bio. 4c: Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in the encoded protein. Bio 5a: Students know the general structures and functions of DNA, RNA, and protein. Week 10-14 ~20 hours Heredity Genetics Genes Hybrids Alleles Purebred Trait Homozygous Heterozygous Genotype Phenotype Co-Dominance Dominant Recessive Probability Punnett square Chromosomes Inheritance Meiosis Base Pairing Genetic Code DNA RNA Protein Messenger RNA Transfer RNA Mutations Science Explorer Book C: Ch. 2 p. 78-106 -Skills Lab “Take a Class Survey” p. 86-87 -Skills Lab “Make the Right Call” p. 94-95 -The “Chromosomes and Inheritance” lab is a vital activity to get the students to further their understanding of how all organisms inherit their traits. This is one example lab but there are many like it available online. -The “How are Genes on Sex Chromosomes Inherited” provides students direct application to Biology standard 2f with minimal materials and space needed. -Section 11-3 in the Biology textbook is skipped here because it contains additional information above and beyond that which is required in the standards. However, you may want to refer to it if questions arise around multiple crosses and alleles. - Mitosis should be reviewed prior to or as a comparison to Mitosis. In the Biology book see the end of Section 11-4 and in Science Explorer see Book C, p. 63-65. -Adding in kinesthetic activities can assist some students in comprehension. The Biology textbook describes an activity that has students model meiosis on p. 281. -Chapter 12 in the Biology textbook on DNA and RNA contains quite a bit of material that goes beyond the standards in the course description and those tested on the Life Science CST/CMA exam. -A key element in understanding DNA is having students memorize the nitrogen base pairings on the DNA “ladder”. One activity is to have students make jewelry using beads to represent the different bases. You can find it here: http://sciencespot.net/Pages/classbio.html #DNAKeychains -Mutations are not essential standards for this course but discussing the topic and how they occur helps to cement the understanding of the important role DNA plays. It also assists in understanding next week’s topic of Human Genetic Disorders. Gr. 7 2a: Students know the differences between the life cycles and reproduction methods of sexual and asexual organisms. Gr. 7 2c: Students know an inherited trait can be determined by one or more genes. Gr. 7 2d: Students know plant and animal cells contain many thousands of different genes and typically have two copies of every gene. The two copies (or alleles) of the gene may or may not be identical, and one may be dominant in determining the phenotype while the other is recessive. Gr. 7 2e: Students know DNA is the genetic material of living organisms and is located in the chromosomes of each cell. SUHSD Curriculum & Instruction 2012 SE: Cells and Heredity “Teaching Resources” - Section Summaries p. 72-85 -Skills Lab “Take a Class Survey” p.87-88 - Skills Lab “Make the Right Call” p. 89-91 SE: Cells and Heredity “Guided Study Workbook” -Chapter 3 Integrated Science Lab Manual: -Lab C-3 “Chromosomes and Inheritance” p. 77-80 -Lab C-4 “How are Genes on Sex Chromosomes Inherited” p. 81-86 Bio. p. 263-269, 275-278, 287-308 - Exploration Activity: Modeling DNA Replication p. 313 -Adapted Reading and Study Workbook B Sections 11-1, 11-2, 11-4 Sections 12-1 thru 12-4 -Adapted Worksheets Sections 11-1, 11-2, 11-4 Sections 12-1 thru 12-4 Safari Montage: - “Genes and Heredity” video. Provides an overview of the entire chapter on Genetics & Heredity. Offers a 3D view of chromosomes and Meiosis. - “Bill Nye: Genes” video. This video does not go into as much depth as “Genes and Heredity” but it is presented in a more lively way. - “The Eyes of Nye: Human Characteristics and Adaptations” video. Bill Nye uses the topic of race to explore our DNA and the differences between us. Life Science Fundamentals Instructional Sequence and Aligned Resources Content Objective Suggested Pacing Essential Vocabulary Suggested Aligned Resources Comments Inheritance & Pedigree Bio. 2e: Students know why approximately half of an individual’s DNA sequence comes from each parent. Bio. 3a: Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive). Week 15-16 ~10 hours Sex-linked genes Pedigree Carrier Multiple Alleles Genetic disorder Genetic engineering SE Book C: p. 112-123 -Both textbooks go into a lot of detail on the topic of inheritance, genetic disorders and genetic engineering. However, these are not essential standards for Life Science and will not be emphasized on district or state exams. Human Genetic Disorders *Bio. 4c: Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein. Cell Biology Review Genetics Review SUHSD Curriculum & Instruction 2012 SE: Cells and Heredity “Guided Study Workbook” -Chapter 4 Bio. p. 341-348 -Adapted Reading and Study Workbook B Section 14-1 -Adapted Worksheets Section 12-1 thru 12-4 -Exploration Activity: Modeling DNA Replication p. 313 Sex-Linked traits Bio. 2f: Students know the role of chromosomes in determining an individual’s sex. Investigation & Experimentation Review SE: Cells and Heredity “Teaching Resources” -Section 4-1 & 4-2 Resources p. 92-106 -“Real-World Lab: Family Puzzles” p.111-13 -“Real-World Lab: Guilty or Innocent?” p. 114-15 Weeks 1718 ~10 hours SM: “NOVA Science Now: Autism Genes” -This video introduces viewers to the current use of using gene chips to analyze the genes of families with autism. Review material from semester Review results from quarterly and use data to focus on difficult standards End of Course Exam -EOC will consist of 30 questions on the topics studied throughout the semester. See Exam Blueprint for further information. Life Science Fundamentals Instructional Sequence and Aligned Resources Second Semester Content Objective ECOLOGY: The Environment Around Us Bio. 6a: Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats. Bio. 6b: Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. Bio. 6c. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death. Suggested Pacing Weeks 19-20 ~10 hours Gr. 6 5e: Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition. ECOLOGY: Organisms in the Environment Bio. 6d: Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration. Bio. 6e: Students know a vital part of an ecosystem is the stability of its producers and decomposers. Bio. 6f: Students know at each link of a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid. Gr. 6 5b: Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment. Gr. 6 5c: Students know populations of organisms can be categorized by the functions they serve in an ecosystem. SUHSD Curriculum & Instruction 2012 Weeks 21-22 ~10 hours Essential Vocabulary Biodiversity Ecosystem Habitat Biotic Factor Abiotic Factor Photosynthesis Species Population Community Immigration Emigration Natural Selection Adaptation Predation Predator Prey Symbiosis Parasite Host Suggested Aligned Resources Comments Science Explorer Book E: Chapter 1 p. 16-41 -Consider using the “Discover” Activity in Book E, p. 16 to begin this topic. It will give you an idea of background knowledge and get students to begin using their observation skills when looking at an ecosystem. -If you are using both the Biology and Science Explorer texts, the chapters do not align well on this introduction to Ecology. The Biology text includes a large number of vocabulary that can make the material more difficult to understand. Follow the standards for guidance. -Review the “Test Preparation” box of questions on p. 41 in the SE textbook. It is similar to questions they will see on the CST/CMA Life Science exam. -Be sure to use the CST Life Science released questions to help your students review and prepare for the CST/CMA in Life Science. Producer Consumer Decomposer Herbivore Carnivore Omnivore Scavenger Food Chain /web Energy Pyramid Water Cycle Evaporation Condensation Precipitation Nitrogen fixation Nodules SE Book E: p. 44-59 SE: Environmental Science “Teaching Resources” -Section Resources p. 8-31, 182-186 SE: Environmental Science “Guided Study Workbook” -Chapter 1 Integrated Science Lab Manual: -Lab E-1 “Weather and Whooping Cranes” p. 127 -Lab E-3 “Managing Fisheries” p. 137 Bio. p. 63-65, 90-97 -Adapted Reading and Study Workbook B Sections 3-1 & 4-2 -Adapted Worksheets Sections 3-1 & 4-2 -Teacher’s Edition: Demonstration “Community Interactions” p. 92 SE: Environmental Science “Teaching Resources” -Section Resources p. 32-50, 187-193 SE: Environmental Science “Guided Study Workbook” -Chapter 2, Sections 1-3 Integrated Science Lab Manual: -Lab E-2 “Ecosystem Food Chains” p. 133 Bio. p. 67-80 -Adapted Reading and Study Workbook B Sections 3-2 thru 3-3 -Adapted Worksheets Sections 3-2 thru 3-3 - Teacher’s Edition: Build Science Skills, p. 71 -Including graphs, charts, and other graphics are vital both to increasing understanding and in preparing students for the CST/CMA Life Science exam. Be sure to utilize the Color Transparencies in the “Teaching Resources” book in the Science Explorer series, particularly when studying the cycles (water, carbon & nitrogen). -Have the students create their own food web with visuals. See the Build Science Skills activity on p. 71 in the Bio. teacher’s edition. -Yarn can be used to visually represent organisms in a food chain. A student (producer) holds the end of the yarn and toss the year to the next student (first level consumer), on so on. Multiple colors of yarn can be used for multiple chains to create a class food web. -Sections 2-4 and 2-5 in the SE text do not need to be taught. All standards are covered in sections 2-1 through 2-3. -The following website has some links to creating online food webs and video explanations. http://www.vtaide.com/png/foodchains.htm Life Science Fundamentals Instructional Sequence and Aligned Resources Content Objective Suggested Pacing Essential Vocabulary Suggested Aligned Resources Comments EVOLUTION Bio. 7a: Students know why natural selection acts on the phenotype rather than the genotype of an organism. Bio. 7c: Students know new mutations are constantly being generated in the gene pool. Bio. 7d: Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions. Bio. 8a: Students know how natural selection determines the differential survival of groups of organisms. Bio. 8b: Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment. Bio. 8d: Students know reproductive or geographic isolation affects speciation. Weeks 22-24 ~14 hours Evolution Species Adaptation Evolution Scientific Theory Natural selection Survival of the fittest Variation Mutation Coloration Homologous structure Continental drift Science Explorer Book C: -Chapter 5, Section 1 p. 138-150 - Skills Lab “Nature at Work” p. 146-147 SE: Cells and Heredity “Teaching Resources” -Section Resources p. 124-125 -“Predicting Change” Performance Assessment p. 180-181 -There is only one section in the SE text to use over this three weeks but there are many complex concepts within the section. Break down the concepts to perhaps include: 1) Darwin’s studies, 2) Natural Selection and 3) Variations/ Mutations. -The “Nature at Work” skills lab can help give students an idea of how a species is affected by variation. It is rather simple and if you prep the materials, the students won’t waste time making it. You may also want to supply a pre-made data table for the students. -The “Predicting Change” performance assessment also allows the students to think critically about natural selection and the factors that affect it. -The peppered moth is a good example of how coloration affected a species of moth. If you search on google, you will find several simple peppered moth labs that the students can participate in to show this concept. Or you can use the “Bird Beak Adaptations” activity on p. 143 in SE for an easy variation using a similar idea. -The Biology book details Darwin’s journey and gives background to his groundbreaking theories. However, the standards are mostly focused on his findings and are concentrated in section 15-3. The teacher’s edition highlights particular paragraphs that address the specific standards. -Look up the “Education & Environment Initiative: Shaping Natural Systems through Evolution” unit found at http://www.calepa.ca.gov/Education/EEI/Curricu lum/Grade07/Default.html The Spring Quarterly will consist of 20 questions on the standards studied throughout the semester. See Exam Blueprint for further information. Gr. 7 3a: Students know both genetic variation and environmental factors are causes of evolution and diversity of organisms. Gr. 7 3b: Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution. Ecology Review SE: Cells and Heredity “Guided Study Workbook” -Chapter 5, Section 1 Bio. p. 366-391 -Adapted Reading and Study Workbook B Sections 15-1 thru 15-3 -Adapted Worksheets Section 15-1 thru 15-3 -Exploration Activity: Modeling Adaptation, p. 387 SM: Bill Nye - Evolution PBS Evolution site: Evidence for Evolution (includes web quest) http://www.pbs.org/wgbh/evolution/educators/ lessons/lesson3/teach.html PBS Evolution site has a plethora of resources covering all of Standard 3, Grade 7: http://www.pbs.org/wgbh/evolution/index.htm l Week 25 ~3 hours Review material from first 6 weeks of semester. Beginning of Evolution Review Use assessments to determine areas of confusion for students. Spring Quarterly Exam SUHSD Curriculum & Instruction 2012 Life Science Fundamentals Instructional Sequence and Aligned Resources Content Objective EVOLUTION: Evolutionary Evidence Suggested Pacing Weeks 26-27 ~10 hours Bio. 8c: Students know the effects of genetic drift on the diversity or organisms in a population. Bio. 8e: Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. Essential Vocabulary Fossil record Extinct Relative dating Absolute dating Geologic time scale Era period Mass extinction Gradualism Gr. 7 3c: Students know how independent lines of evidence from geology, fossils, and comparative anatomy provide the basis for the theory of evolution. PHYSIOLOGY: Body Systems Bio. 9a: Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. Gr. 7 5a: Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism. Gr. 7 5c: Students know how bones and muscles work together to provide a structural framework for movement. SUHSD Curriculum & Instruction 2012 Weeks 28-29 ~10 hours Cell Cell membrane Nucleus Cytoplasm Tissue Muscle tissue Nerve tissue Connective tissue Epithelial tissue Organ Organ system Homeostasis Vertebra Marrow Cartilage Joint Ligament Osteoporosis Involuntary muscle Tendon Suggested Aligned Resources Comments Science Explorer Book C: -Chapter 5, Sections 2-3 p. 151-164 -Fossils play a large role in understanding the evidence of evolution and our history. See your site’s science department for some sample fossils and have students make observations of them. -The Biology text describes some ways for students to see how fossils are made either by making a mold or show relative dating. Consider adding a hands-on activity to increase understanding. -The San Diego Natural History Museum does have a fossil loan program which is free if you are a member. http://www.sdnhm.org/education/naturetoy ou/index.html SE: Cells and Heredity “Teaching Resources” -Section Resources p. 128-133 -Performance Assessment “Predicting Change” p. 182 -Chapter 5 Test p. 183-186 SE: Cells and Heredity “Guided Study Workbook” -Chapter 5, Sections 2-3 Bio. p. 417-422, 429-434 -Adapted Reading and Study Workbook B Sections 17-1 and 17-3 -Adapted Worksheets Section 17-1 thru 17-3 -Build Science Skills: “How Fossils Form” p. 418 -Build Science Skills p. 419 Science Explorer Book D: p. 16-21, 38-45, 50-55 SE: Human Biology and Health “Teaching Resources” -Section Resources p. 15-18, 37- 40, 45-48 -Chapter 1 Project “Time for a Change” p. 8-14 SE: Human Biology and Health “Guided Study Workbook” -Chapter 1, sect. 1 -Chapter 2, sect. 1 and 3 Integrated Science Lab Manual: -Lab D-1 “Exploring Body Tissue and Body Systems” p. 91 Bio. p. 890-896, 920-932 -Adapted Reading and Study Workbook B Sections 35-1, 36-1 thru 36-2 -Adapted Worksheets Sections 35-1, 36-1 thru 36-2 -Use Visuals: Teacher’s Edition p. 892 Safari Montage: -Universe Within: An Incredible Voyage Into the Microworld of the Human Body, (Chapter 2) video -Bill Nye – Bones & Muscles video -The Biology textbook has a descriptive and visual chart for showing the various human organ systems and their functions (pgs. 892-893). You can use this chart to introduce students to the topic of Physiology by having them present a system in pairs or small groups. You can also use a variety of graphic organizers to help the students better remember and understand the systems. - There is a lot of new vocabulary related to bones and muscles that are not necessary in order to master the standard. Students should know the general vocabulary necessary in knowing how a bone moves, for instance, but don’t need to memorize all the types of movements/joints. Be careful about presenting too much information here. - Create a skeleton and add muscles to it. Students can identify which are flexors and extensors. Life Science Fundamentals Instructional Sequence and Aligned Resources Content Objective PHYSIOLOGY Suggested Pacing Weeks 30-31 ~10 hours Circulatory System Gr. 7 6j: Students know that contractions of the heart generate blood pressure and that heart valves prevent backflow of blood in the circulatory system. Nervous System Bio. 9a: Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. Bio. 9b Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment. Bio. 9d: Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses. Bio. 9e: Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response. PHYSIOLOGY Combatting Disease Bio. 10a: Students know the role of the skin in providing nonspecific defenses against infection. Bio. 10b: Students know the role of antibodies in the body's response to infection. Bio. 10c: Students know how vaccination protects an individual from infectious diseases. Bio. 10d: Students know there are important differences between bacteria SUHSD Curriculum & Instruction 2012 Weeks 32-33 ~10 hours Essential Vocabulary Cardiovascular system Heart Atrium Ventricle Valve Pacemaker Artery Capillary Vein Aorta Force Stimulus Response Neuron Nerve impulse Dendrite Axon Nerve Motor neuron Synapse Central nervous system Brain Spinal cord Cerebrum Cerebellum Brainstem Reflex Concussion Epidermis Melanin Dermis Pore Follicle Cancer Acne Pathogen Infectious disease Toxin Inflammatory disease Suggested Aligned Resources Comments Science Explorer Book D: p. 100-106, 188-203 -Skills Lab p. 195 -Heart Walk Activity: To increase vocabulary retention, draw four large boxes to symbolize a human heart with chalk outside. Have the students recite the parts of the heart as they move through the chambers. -Students can build a model of a neuron using pipe cleaners and use the model as a study aid. Students can present their models to a partner or to the teacher. Students can identify the structures such as axon, dendrite, etc. as well as the corresponding function. -Earthworms have a simple and segmented nervous system and can provide students with some visual understanding about how a nervous system works. You can find a prepared lab if you search google for “stimulus earthworms” or “earthworm dissection lab”. SE: Human Biology and Health “Teaching Resources” -Section Resources p. 93-96, 177-184 -Skills Lab “Designing Experiments” p. 193 SE: Human Biology and Health “Guided Study Workbook” -Chapter 4, sect. 1 -Chapter 7, sect. 1 thru sect. 2 Integrated Science Lab Manual: -Lab D-4 “Direction of Blood Flow” p. 105 Bio. p. 942-950, 897-905 -Adapted Reading and Study Workbook B Sections 37-1, 35-2 thru 35-2 -Adapted Worksheets Sections 37-1, 35-2 thru 35-3 -Inquiry Activity “What factors affect heart rate?” p. 942 Safari Montage: -Bill Nye – Blood and Circulation -Bill Nye - Heart Science Explorer Book D: p. 56-62, 157-169 -Real-World Lab “Skin as a Barrier” p. 168-169 -Skills Lab “Causes of Death” p. 180-181 SE: Human Biology and Health “Teaching Resources” -Section Resources p. 49-52, 145-156 -Real-World Lab “Skin as a Barrier” p. 165-166 -Skills Lab “Causes of Death” p. 167-169 SE: Human Biology and Health “Guided Study Workbook” -Chapter 2, sect. 4 -Chapter 6, sect. 1 thru sect. 3 -This would be a good time to review the function of the cell wall and cell membrane in protecting a cell’s organelles. Our skin performs the same functions and students can further their understanding with the “Skin as a Barrier” lab. -The “Habitable Planet” website has an interactive lab which shows students how a communicable disease can spread throughout the world. A simulator allows the students to control various factors. http://www.learner.org/courses/envsci/inter actives/disease/ Life Science Fundamentals Instructional Sequence and Aligned Resources and viruses with respect to their requirements for growth and replication, the body's primary defenses against bacterial and viral infections, and effective treatments of these infections. Bio. 10e: Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign. Ecology Review Evolution Review Physiology Review SUHSD Curriculum & Instruction 2012 Phagocyte Immune Response Lymphocyte T cell Antigen B cell Antibody AIDS Vaccine Antibiotic Weeks 34-36 ~8 hours Bio. p. 1031-1047 -Adapted Reading and Study Workbook B Sections 40-1 thur 40-3 -Adapted Worksheets Sections 40-1 thru 40-3 Review material from semester Review results from quarterly and use data to focus on difficult standards End of Course Exam -EOC will consist of 35 questions on the topics studied throughout the semester. See Exam Blueprint for further information.