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HONORS BIOLOGY Course Description and Philosophy Honors Biology is the advanced level freshman biology course. It is a fast-paced survey of fundamental biological concepts. Honors Biology is an accelerated course designed to meet the needs of freshmen students who are independent learners, with well developed formal reasoning skills, and who have a genuine interest in the sciences, particularly the biological sciences. The course surveys major concepts and topics in modern biology, with emphasis on the methods of scientific inquiry, the chemical and biochemical activities of living things, cell biology, molecular biology, biotechnology, genetic and heredity, evolution, environmental biology, and plant and animal systems and their interactions. Honors Biology is intended for honors level students, those students with enough maturity and independence to maintain an advanced level of effort through the course of the year. Students need to demonstrate higher order thinking skills to be successful in this course, such as the ability to make associations, to draw conclusions from data, to analyze and interpret, and to make predictions based on previously learned materials. Students who are successful at this level must not only memorize material, but must also be able to do something with the material they have learned. Teacher recommendations from their eighth grade science program are required for entry into Honors Biology. Within the Honors Biology course, emphasis is placed on viewing science as a process, and on understanding how scientists arrive at their conclusions. This approach lends itself to inquiry and interpretation, and so the course is designed throughout to help develop and hone the students’ higher order thinking skills. Students are encouraged to see connections between biology and other disciplines, within the sciences as well as across the high school curriculum. Historical connections are emphasized, and the course is designed to reinforce writing skills in many ways, including writing lab reports, essays, and term papers. Computer technology is used in presentations and class discussions, and students are encouraged to develop their own technology skills in a variety of ways. Laboratory activities are an integral part of the Honors Biology course. These lab activities are a major vehicle for reinforcing the course content, allowing the students a practical venue for observing the core concepts of biology. Labs are a major means of addressing differentiation within the biology curriculum. In addition to the content reinforcement, laboratory activities develop higher order thinking skills such as interpretation and extrapolation, provide opportunities to use technology, allow for cooperative learning, and develop social skills. Material is presented during the Honors Biology course in a wide variety of formats. Methods employed include lecture, class discussion, laboratory activities, interactive computer activities, film and CD presentations, student presentations and student research. Students are evaluated in the Honors Biology using teacher made tests, quizzes, lab reports, worksheets and homework exercises, oral reports and presentations, and term papers. Text Reference: Audesirk, Teresa, Audesirk, Gerald, and Byers, Bruce. Biology, Life on Earth with Physiology, 9th Edition. Copyright 2011, Pearson Education, Upper Saddle River, NJ. Revised July 2014 Unit 1: An Introduction to the Science of Biology Essential Question- How do scientists study living things, and what are the characteristics of living things? Objectives – Students will be able to: Explain that living things are highly organized, and describe the organizational hierarchy of living things, from atoms to the biosphere. Define homeostasis as a characteristic of living things, and give examples of how living things maintain homeostasis. Explain that living things are constantly exchanging materials with their environment, taking in materials and energy, and giving off wastes. Explain that living things grow and develop. Define metabolism, and relate metabolism to other characteristics of living things, such as exchange with the environment or growth and development. Define reproduction, and state that reproduction is a characteristic of living things. Explain that living things are adapted to their environment, and that these adaptations have evolved by natural selection. Explain the role of DNA in both the continuity of life during reproduction and the evolution of living things due to mutations in the DNA selected for via natural selection. Describe the current divisions of living things into 3 domains, and describe characteristics of these three domains- Archaea, Eubacteria, and Eukarya. Contrast prokaryotic and eukaryotic organisms. Describe characteristics of and make contrasts between the four kingdoms of Eukarya- Plantae, Animalia, Protista, Fungi. Describe the scientific method, and apply the scientific method to solving a problem or performing an experiment to gain information. Emphasize research and information gathering as a key component of the scientific method. Explain the proper design of an experiment, contrasting the role of variables and controls in properly designed experiments. Recognize the correct controls needed for a given experimental design. Explain the role of the hypothesis in an experiment. Explain what is meant by a scientific theory, and contrast theory with hypothesis. Discuss the theory of evolution as an example of how a scientific theory is arrived at. Explain how the theory of evolution functions as a central unifying theme in modern biology. Topic/Content Skills Assessment Resources Topic 1: Characteristics Tests, of living things Quizzes, Lab Quizzes The Classwork organizational hierarchy of living Homework Lab Reports things. Responsiveness Homeostasis and metabolism Growth, development, and reproduction Exchange with the environment Adaptation Topic 2: Evolution as a unifying theme Organisms adapt via natural selection The theory of evolution by natural selection Contrasting a theory and a hypothesis Scientific assumptions and philosophy of science Topic 3: The methods of science. Recognize a problem Observation and information gathering Text; Text CDrom iBooks and probes Lab manuals Media Center Lab Supplies Laserdisk Overheads Films and DVD’s Instructional Methods Lecture Class Discussion Group Work Laboratory Work Individual Research Demonstrations Student presentations PowerPoint presentations Interactive computer activities Tech Infusion Next Gen iBooks and probes Laserdisk player PowerPoint projector Overhead projector VCR CD rom Internet SmartBoard technology HS-LS1-1 HS-LS1-2 HS-LS4-4 Hypothesis formation Experimentation with proper controls Interpretation of results Classic examples of the scientific method Differentiated Learning Activities A difficult concept to grasp is proper lab procedures and dependent versus independent variables. Introduce students to a variety of different lab experiments done over time (example: Francisco Redi or Alexander Fleming). Discuss how they went about doing the experiment and also talk about the variables involved in each experiment. Afterwards, have students design their own experiment to test out the effectiveness of a new drug. They must include proper procedures as well as list the different variables involved. Ethical Decision Making/Character Education Discuss how are science and society related. Take about examples of ethical and moral questions that science cannot address. Discuss what might happen if a scientist were biased. 21st Century Skills Students will design a lab to help test different aspects of chewing gum. In groups, they need to design, implement, and record their results. Each student will perform a different role in their group and each group must complete a lab report. This will help all students understand the scientific method. Unit 2: The Molecules of Living Things Essential Question: What important molecules make up living things, and how do these molecules affect the characteristics of living things, their makeup and metabolism? Objectives: Students will be able to: Define atom and element. Name the three biologically important subatomic particles, and compare/contrast them as to mass, location in the atom, and charge. Define and contrast atomic number and atomic mass. Define isotope, and discuss biological and medical uses for isotopes, especially radioactive isotopes. Explain how electrons are arranged in orbits or shells, and predict the reactivity of an element based on its electron configuration. Define ion, explain how ions are formed, and discuss how ionic bonds are formed. Predict the chemical formula of two ion types that interact to form an ionic substance. Define covalent bonds, and explain how these bonds occur when atoms share electrons. Predict the chemical formula of two atoms that interact to form covalent bonds, given the atomic number and electron configuration. Explain why polar covalent bonds are formed in some molecules. Define hydrogen bonding, and explain how this results from polarity, using water as an example. List and describe many important properties of water for living things, including high solvency, cohesion, adhesion, high heat capacity, high heat of fusion, high heat of vaporization, capillary action, surface tension, and floating when it freezes. Explain how each of these properties is important to living things, and discuss how each results from polarity and hydrogen bonding. Contrast hydrophobic and hydrophilic molecules. Explain what types of molecules dissolve well in water, what types do not, and why. Describe the pH scale. Contrast acids and bases, and explain what types of ions are characteristic of each type of solution. Explain that a neutral solution will have equal concentrations of hydrogen ions and hydroxide ions. Define organic molecules as those molecules with a carbon “core.” Explain, using carbon’s electron configuration, why this atom is so conducive to forming the large, complex molecular chains characteristic of living things. Recognize the structure and describe the chemical characteristics of some of the important functional groups associated with organic molecules, including hydroxyl groups, amino groups, phosphate groups, carboxyl groups, and methyl groups. Define monomers and polymers. Explain the chemical process that forms polymers from monomers in living things, dehydration synthesis or condensation. Explain the opposite chemical process by which polymers are broken into monomers, hydrolysis. Cite the specific role of water in each type of chemical reaction. Explain the basic chemical pattern characteristic of carbohydrates. Explain the structure and give examples of and functions for; carbohydrate monomers, such as glucose; disaccharides, such as sucrose: and polysaccharides, such as starch. Explain why cellulose cannot be digested by animals (without help from microbes!) even though it contains the same monomers as starch. Discuss the critical function of cellulose and other undigestible fiber in the diet of humans. Name the monomers of lipids, and describe how they are joined together. Discuss the basic structure and functions of various types of lipids in living things, including triglycerides, phospholipids, and steroids. Contrast saturated and unsaturated fatty acids, and explain the health benefits of unsaturated fatty acids in the diet. Define amino acids as the monomers of proteins, and describe the two functional groups associated with all amino acids- an amino group and a carboxyl group. Describe in detail the formation of a peptide bond that joins amino acids together. Discuss the four levels of structure found in proteins, and how each level contributes to the overall shape of the protein. Explain the relationship between a protein’s structure and its function, using both a structural protein and an enzyme as examples. Explain what happens when a protein is denatured, and list some factors that can cause protein denaturation, such as heat, acids, bases, and detergent. Describe the basic structure of a nucleic acid. Define amino acids as the monomers of nucleic acids, DNA and RNA. Topic/Content Skills Topic 1: Nature and Design of Atoms Protons, neutrons, and electrons Atomic number; atomic mass; Isotopes and their uses Electron shells and electron configuration Ions Assessment Tests, Quizzes, Lab Quizzes Classwork Homework Lab Reports Topic 2: Chemical Bonding Ionic bonding Covalent bonding Polarity and polar bonds Hydrogen bonding of polar compounds Properties of water important for life pH Resources Text; Text CDrom iBooks and probes Lab manuals Media Center Lab Supplies Laserdisk Overheads Films and DVD’s Instructional Methods Lecture Class Discussion Group Work Laboratory Work Individual Research Demonstrations Student presentations PowerPoint presentations Interactive computer activities Tech Infusion NextGen: iBooks and HS-LS1-1 probes HS-LS1-6 Laserdisc player PowerPoint projector Overhead projector VCR CD rom Internet SmartBoard technology Topic 3: Organic Molecules Carbon can form 4 covalent bonds Functional groups Carbohydrates Lipids Proteins Nucleic Acids Differentiated Learning Activities Students will create a table for the 4 different types of macromolecules: carbohydrates, lipids, proteins, and nucleic acids. These tables should include the monomers & polymers for each type as well as examples of them. It should also include any other important facts they took from the reading of the chapter. Ethical Decision Making/Character Education Discuss the effects of genetically and chemically modified foods on the human body. Should we continue to use these foods? What are the advantages and disadvantages to genetically modified foods? Why is there such a big market for organically grown foods? 21st Century Skills Potato Enzyme Lab – In lab groups, students will perform an experiment to test the effect of different temperatures on the enzyme peroxidase (found in most life forms, including potatoes). Students will test the enzyme action at cold, hot, and room temperatures using Hydrogen Peroxide to see a visual reaction. Sustainability Acid and Base Testing Lab – In lab groups, students will test the pH of different household liquids (examples: soda, lemon juice, ammonia, bleach, etc). Afterwards, students will discuss the effects of acids and bases on different water systems in the environment and the impact humans have on ecosystems. Unit 3: Cell Structure and Function Essential Question: What are the basic features of cells, and how do they work together to generate and maintain the characteristics of living things? Objectives – Students will be able to: Explain the design of the plasma membrane, and discuss how the chemical nature of phospholipids leads to the characteristics of the plasma membrane. Describe the plasma membrane as a fluid mosaic, containing proteins and cholesterol as well as phospholipids. List some functions of membrane proteins, including transport, signaling, and anchorage. Define diffusion, and explain how molecules move into and out of the cell by diffusion. Explain that facilitated diffusion is diffusion using transport proteins. Define osmosis. Predict the movement of water when a cell is placed into: a hypertonic solution, a hypotonic solution, or an isotonic solution. Define active transport. Explain how active transport requires both ATP hydrolysis and an active transport carrier. Contrast endocytosis and exocytosis. Compare and contrast cell-cell junctions- desmosomes, gap junctions, tight junctions, and plasmodesmata. Discuss the major tenets of cell theory. Contrast prokaryotic and eukaryotic cells. Identify the characteristics of and components found within prokaryotic cells. Identify eukaryotic cells as those containing nuclei and membrane-bound organelles. Outline the location, basic structure, and function within a eukaryotic cell of the major organelles; nucleus and nucleoli, mitochondria, chloroplasts, lysosomes, rough and smooth ER, ribosomes, Golgi bodies, vacuoles, transport vesicles, cilia and flagella, and cytoskeletal elements. Discuss the theory of endosymbiosis as an explanation for the origin of chloroplasts and mitochondria, providing evidence for this theory. Topic/Content Skills Topic 1: Membranes and membrane transport Phospholipids and the phospholipid bilayer Fluid Mosaic model Diffusion and facilitated diffusion Osmosis Active transport Endocytosis and exocytosis Assessment Tests, Quizzes, Lab Quizzes Classwork Homework Lab Reports Topic 2: Cell Structure Prokaryotic cells Eukaryotic cells The nucleus Mitochondria Chloroplasts Ribosomes and ER Lysosomes and protein traffic Cilia and flagella Cytoskeleton Topic 3: Theory of Endosymbiosis Resources Instructional Methods Tech Infusion NextGen: Text Text CDrom iBooks and probes Lab manuals Media Center Lab Supplies Laserdisk Overheads Films and DVD’s Lecture Class Discussion Group Work Laboratory Work Individual Research Demonstrations Student presentations PowerPoint presentations Interactive computer activities iBooks and probes Laserdisk player PowerPoint projector Overhead projector VCR CD rom Internet SmartBoard technology HS-LS1-2 HS-LS1-4 Differentiated Learning Activities Osmosis Children’s Story Book – Students will make a children’s storybook about a cell involved in osmosis. The cell must go through 3 different types of osmosis solutions: isotonic, hypotonic, and hypertonic. The book must be done with creativity and effort and demonstrate the student’s knowledge on the concept of osmosis. 21st Century Skills Cell Model Project – In small groups, students will design a model of a town, but each town building will represent a specific organelle of the cell (example: Post office is the Golgi Apparatus). Models can be built out of any type of material and all buildings/parts should be labeled with the proper cell part. Students will be graded on accuracy, creativity, and effort. Unit 4: Energy in a Cell Essential Question: How do cells obtain and utilize the energy necessary to carry on life processes? Objectives – Students shall be able to: State the first and second laws of thermodynamics in their own words, and relate both these laws to activities of living things, including their own cells and bodies. Define entropy, and relate the concept of entropy to the requirement that living things need an input of energy to develop and maintain the complexity typical of any organism. Contrast exergonic and endergonic reactions. Recognize that the endergonic reactions required for anabolic activities must be coupled to some exergonic reactions to deliver the necessary energy for those reactions. Explain that the energy molecule most often used by living things to drive reactions is ATP. Describe exactly how ATP is used to drive chemical reactions in living things. Define enzymes as organic catalysts, and explain the role enzymes perform in metabolic activities. Explain the induced fit hypothesis of enzyme activity. Describe how enzymes might be regulated by inhibition. List and briefly explain some factors that might influence the action of enzymes, such as temperature and pH. Explain that virtually all energy used by living things ultimately comes from the sun. Describe the design of chloroplasts, locating the compartments within the organelles where the major events of photosynthesis take place. Describe in detail the actions of the light dependent reactions of photosynthesis. Name the products of these reactions, explaining precisely how these products are made. Name oxygen as the critical byproduct of the light dependent reactions. Explain precisely how O2 is generated. Describe the experiment that first proved the source of O2 during photosynthesis. Describe in detail the actions of the light independent reactions of photosynthesis, including the role of the ATP and NADPH from the light dependent reactions. Recognize that all carbon molecules produced by plants, not just glucose, get their carbon core from the reactions of photosynthesis. Contrast the normal or C3 pathway of most plants with the C4 pathway which has evolved in many plants from hot, dry climates. Define cellular respiration as the pathway by which organisms obtain usable energy, in the form of ATP, from glucose and other foods or energy sources. List the major divisions of cellular respiration: glycolysis, pyruvate oxidation, citric acid cycle, and the electron transport chain and oxidative phosphorylation. Describe the major steps of glycolysis. Explain exactly how ATP is used in glycolysis, how many ATP’s are made, and what other energy molecules are made. Explain what happens to the pyruvate resulting from glycolysis in the absence of oxygen in animals. Contrast those reactions with the anaerobic reactions in yeast. Explain the advantage of aerobic respiration over anaerobic respiration. Describe the design of the mitochondria, and locate the sites within the organelle in which the aerobic components of cellular respiration occur. Explain the energy yield and the fate of the carbon skeleton of glucose during pyruvate oxidation and the citric acid cycle. Explain in detail how the electron transport chain uses stored energetic electrons to generate most of the ATP of cellular respiration. Explain the precise need for oxygen in this set of reactions, and name the product produced. Compare/contrast cellular respiration and photosynthesis as to purpose, energy source and yield, reactants, products, wastes, chemical intermediates, location, and use of proton gradients. Topic/Content Skills Topic 1: Enzymes and Enzyme Activity Laws of thermodynamics Endergonic and exergonic reactions Using ATP to drive reactions- coupled reactions Enzymes as organic catalysts How enzymes workactive sites and induced fit How enzymes are regulated Assessment Resources Instructional Methods Tech Infusion Tests, Quizzes, Lab Quizzes Classwork Homework Lab Reports Topic 2: Photosynthesis Design of chloroplasts Light energy and photon absorption by chlorophyll The light dependent reactions The light independent reactions Production of glucose and other organic molecules The C4 pathway Text; Text CDrom iBooks and probes Lab manuals Media Center Lab Supplies Laserdisk Overheads Films and DVD’s Lecture Class Discussion Group Work Laboratory Work Individual Research Demonstrations Student presentations PowerPoint presentations Interactive computer activities iBooks and probes Laserdisk player PowerPoint projector Overhead projector VCR CD rom Internet SmartBoard technology Next Gen HS-LS1-2 HS-LS1-5 HS-LS1-7 HS-LS2-3 Topic 3: Cellular Respiration Glycolysis Anaerobic respiration in yeasts and mammals Mitochondrial design and functional compartments Pyruvate oxidation The citric acid cycle The electron transport chain ATP synthase and oxidative phosphorylation Comparing/contrasting cellular respiration and photosynthesis ` Differentiated Learning Activities Students will create flowcharts for the different processes of respiration and photosynthesis. In a class setting, students will be given a piece of paper and instructed on how to draw their flowchart. 21st Century Skills Respiration in Yeast Lab – Students will test the respiration rate of yeast at different temperatures. To make this lab work, each lab group is assigned a different temperature. This means that all lab groups must complete the lab correctly in order for the whole class to do the lab. Students will collect the carbon dioxide given off by the yeast at varying temperatures to find out which temperature yields the best results. Unit 5: The Continuity of Life: Cellular Reproduction, Genetics, and Gene Expression Essential Question: How is the genetic information stored in DNA passed on to new cells and offspring, and how does the information in the DNA lead to the expression of inherited characteristics? Objectives – Students shall be able to: Describe the Griffith transformation experiments in detail, and to explain how those experiments helped scientists figure out the nature of genes. Describe in detail the classic experiments of Avery and of Hershey & Chase that proved that DNA is the genetic material. Explain the basic structure of the DNA molecule. Describe how Watson and Crick arrived at their model of DNA design. Discuss the base-pairing pattern of DNA explain the role of base-pairing in DNA structure and DNA replication. Explain in detail the process of DNA replication. Include in the discussion the particular role of DNA helicase, DNA polymerase, and DNA ligase. Explain that genes are a code. Describe the Beadle & Tatum experiment that showed that genes code for enzymes. Contrast DNA with RNA. Describe in detail the process of transcription. Locate the compartment of the eukaryotic cell in which transcription occurs. Define a gene’s promoter, and explain its importance in transcription. Name the molecular complex that performs transcription. Explain the need for genes to be regulated, and describe how genes can be regulated by inhibition, using examples such as the Lac operon. Recognize that genes are also positively regulated, using activation systems such as hormones. Explain in detail the process of translation. Predict, given a sequence of mRNA and the universal genetic code, the sequence of a protein. Explain the role of ribosomes and tRNA in the translation process. Define mutation as a change in the nucleotide sequence of the DNA. Contrast substitution, deletion, and insertion mutations. Demonstrate, using the genetic code, how a change in the DNA sequence can lead to a change in the protein coded for by a gene. Predict the effects of mutations in regulatory regions of a gene’s promoter. List some important reasons eukaryotic cells need to undergo mitosis, including growth and development, healing, maintenance, and asexual reproduction. Explain the design of eukaryotic chromosomes. Describe the role of histones in this design. Explain why most eukaryotic cells are diploid. Define homologous chromosomes, and explain why chromosomes tend to come in these similar-but-not-identical pairs. Discuss the cell cycle, including the role of mitosis in that cycle. Recognize that understanding the gene regulation of the cell cycle could lead to many medical advances, including treatments for cancer, birth defects, and injuries to nervous tissues. Describe the major events of each phase of mitosis. Discuss how the process of mitosis produces daughter cells that are exact genetic copies of the parent cell. Describe cytokinesis, and contrast cytokinesis in plant vs. animal cells. Explain the primary advantage of sexual reproduction over asexual reproduction. Define meiosis. Explain why meiosis must produce haploid cells to form gametes. Describe the major events of meiosis. Include in that discussion the two major sources of variety produced by meiosis. Recognize when cells become haploid during meiosis. Discuss the role of homologous chromosomes in generating variety during meiosis. Describe Gregor Mendel’s experiments, and discuss how his results led to our modern understanding of inheritance. Predict the outcome of simple crosses involving one trait having dominant and recessive alleles. Relate the behavior of alleles during genetic crosses to the behavior of homologous chromosomes carrying these alleles during meiosis. Explain Mendel’s law of independent assortment, and predict the outcome of crosses involving two different traits (e.g., dihybrid crosses.) Recognize and predict the results of crosses involving other patterns of inheritance, including incomplete dominance, codominance, and multiple alleles. Explain how sex is determined in mammals. Recognize and predict the results of crosses involving sex linkage (X-linkage.) Describe some of the more common chromosome abnormalities and their effects. Explain how nondisjunction during meiosis can lead to these types of abnormalities. Explain the value of restriction enzymes in obtaining specific pieces of DNA. Describe how scientists produce recombinant DNA using restriction enzymes, plasmids, and ligase. List some ways recombinant DNA is currently being used in medicine and industry, and discuss ways this technology might be valuable in the future. Discuss how RFLP analysis is performed, and explain how this technology is used for identification, including forensics and criminology. Explain how PCR can produce large amounts of DNA from a very small sample. Explain how gene therapy might be performed, and discuss its potential value and risks. Explain how an animal is cloned. Discuss ethical and moral questions related to biotechnology and its potential uses or misuses. Topic/Content Skills Topic 1: DNA as the Instrument of Heredity Griffith discovers transformation Avery shows DNA transforms, so genes are DNA Hershey-Chase convince scientists that DNA makes up genes Watson and Crick figure out the structure of DNA The design of the DNA molecule determines how it functions DNA replication is semiconservative, utilizing the basepairing rules Assessment Resources Instructional Methods Tech Infusion Next Gen: Tests, Quizzes, Lab Quizzes Classwork Homework Lab Reports Text; Text CDrom iBooks and probes Lab manuals Media Center Lab Supplies Laserdisk Films and DVD’s Overheads Lecture Class Discussion Group Work Laboratory Work Individual Research Demonstrations PowerPoint presentations Student presentations Interactive computer activities iBooks and probes Laserdisk player PowerPoint projector Overhead projector VCR CD rom Internet SmartBoard technology HS-LS1-1 HS-LS1-4 HS-LS3-1 HS-LS3-2 HS-LS3-3 Topic 2: Transcription and Translation Contrasting DNA and RNA Genes code for enzymes- Beadle and Tatum The process of transcription- making mRNA Promoters and gene regulation Translation- Making proteins using the ribosomes The genetic code Mutations Topic 3: Cell Reproduction Chromosome design Diploid vs. haploid cells Mitosis- new cells for growth, repair, asexual reproduction Meiosis- production of gametes The variety that drives evolution is spread by meiosis Topic 4: Mendelian Genetics Mendel’s crosses, and the discovery of dominant and recessive genes Performing single-trait crosses Mendel’s law of independent assortment Performing crosses involving two traits Incomplete dominance- blending of alleles Codominance- blood groups Sex-linkage Chromosomal abnormalities Topic 5: Biotechnology Restriction enzymes and their uses Recombinant DNA- the mechanics of production Current and future applications of recombinant DNA RFLP analysis- DNA fingerprinting PCR- DNA amplification Gene therapy Cloning Dolly and other animals Ethical concerns raised by biotechnology Differentiated Learning Activities Students will take a short quiz on different human phenotypes and which phenotypes they have. Then students will pick one phenotype they do show and create a pedigree for their family. They will need to talk to as many family members as they can to create the most accurate and detailed pedigree. Ethical Decision Making/Character Education Cloning – Students will view the documentary, “National Geographic: Clone”. Then, in small groups, students will discuss some of the major concepts covered in the film including Reproductive Cloning and Therapeutic Cloning. After the small discussions, students will return to the large class and continue the discussion as a large group about the ethical questions of cloning. 21st Century Skills RNA Puzzle Lab – Students will be given paper puzzle pieces that represent different nucleotides in RNA as well as amino acids. Once they are given the correct DNA code, they need to recreate the order of RNA bases to discover the correct sequence of amino acids in the protein. Unit 6: Evolution and the History of Life on Earth Essential Question: How do organisms evolve, and how did evolution product the incredible variety of organisms present on earth today? Objectives – Students shall be able to: Explain some major events in the history of evolutionary thought. Contrast catastrophism and uniformitarianism. Explain how Darwin arrived at his theory of evolution by natural selection. Describe in detail the major bodies of evidence for evolution: the fossil record, comparative anatomy, embryology, biochemistry, and artificial selection. Define gene pool, and explain how selective pressure can cause the gene frequencies within a population to change. Explain the statement “individuals do not evolve; populations do.” Discuss how mutations are the source of the genetic changes that are selected for during evolution, and explain the importance of sexual reproduction and meiosis for dispersing those genetic changes. Discuss how factors such as gene flow, population bottlenecks, and sexual selection might affect evolution of a population. Explain some factors that might lead to the formation of new species, including separation and adaptive radiation. Explain some factors that might lead to the extinction of species, both prehistorically and in the modern era. Name some major events in the evolution of humans. Topic/Content Skills Assessment Topic 1: The Theory of Tests, Evolution by Natural Selection Quizzes, Lab Quizzes A history of Classwork evolutionary thought Homework before Darwin Darwin’s ideas sprang Lab Reports from his observations Evidence for evolutionthe fossil record Evidence- comparative anatomy and embryology Evidence- biochemical comparisons Artificial selection Basic tenets of evolution by natural selectionoverproduction, variety, selective advantage leads to survival and reproduction Resources Instructional Methods Tech Infusion Next Gen: Text; Lecture Text CDrom Class Discussion iBooks and Group Work probes Laboratory Work Lab manuals Individual Research Media Demonstrations Center Student presentations Lab PowerPoint Supplies presentations Laserdisk Interactive computer Overheads activities Films and DVD’s iBooks and probes Laserdisk player PowerPoint projector Overhead projector VCR CD rom Internet SmartBoard technology HS-LS2-6 HS-LS2-8 HS-LS4-1 HS-LS4-2 HS-LS4-3 HS-LS4-4 HS-LS4-5 HS-LS4-6 Topic 2: How Organisms Evolve Gene pools are affected by natural selection Mutations provide the raw materials for evolution Factors that affect gene pools- gene flow, genetic bottlenecks, sexual selection Speciation Extinction Differentiated Learning Activities Students may have a better understanding of fossils after doing this simple simulation. Have them place a small seashell at the bottom of a beaker that is about half full of water and then add a couple handfuls of soil to the beaker. Tell them to observe as the soil gradually settles to the bottom and covers the shell. Relate this to how dead organisms sink to the bottom of the ocean and become buried with sediments. Explain that the pressure of the water and additional sediments very slowly turns the dead organisms into fossils. Ethical Decision Making/Character Education “What Darwin Never Knew” – Show the class the video, “What Darwin Never Knew”. Discuss how the discovery of genetics changed our understanding of evolution. How can new discoveries change our current understanding of science? 21st Century Skills In a small lab group, students are given the “Butterfly Lab”. Using different colored paperclips to simulate an organism, students take a brightly colored cloth and lay it out in front of them. They spread the different paperclips on the cloth and then pretend to be the predators who “eat” them. They will grab the colors more noticeable. After each generation, the “surviving” paperclips reproduce. This lab shows students how natural selection works. Lab on Allelic Frequency – Using two different types of beans, students will simulate natural selection and allelic frequency. Students must work in small groups and use their knowledge of math and evolution to perform this lab. Unit 7: Ecology Essential Question: How do living things interact, and how do these interactions make ecosystems work? Objectives – Students shall be able to: Define population, and explain how populations grow. Discuss factors that limit the growth of a population in a given ecosystem, including interspecific and intraspecific competition, predation, and disease. Define an ecological community. Define an ecological niche. Explain how natural selection would lead to an organism occupying a very specific niche. Discuss how such specificity reduces competition. Give examples of how predator/prey interactions drive evolutionary adaptations and form an essential part of community interactions. Describe symbiotic interactions including mutualism, commensalisms, and parasitism. Explain what is meant by a keystone species in an ecosystem, and discuss what happens when that keystone species is removed. Describe the process of primary succession. Outline the pattern primary succession would follow here in Northern New Jersey. Describe the process of secondary succession. Explain how energy flows through an ecosystem, discussing the role of producers, primary consumers, secondary and higher order consumers, and scavengers and decomposers. Discuss what happens to the amount of available energy as it moves through the trophic levels of an ecosystem. Produce a food web diagramming the predator/prey interactions, trophic levels, and energy flow within a given ecosystem. Discuss in detail the carbon cycle, the role of living things within that cycle, and the various ways that human activity has altered the balance of the carbon cycle. Discuss in detail the nitrogen cycle, its importance to living things, and in particular the role of various types of bacteria in the nitrogen cycle. Discuss the hydrologic cycle. Explain the importance of wetlands and aquifers to the cycle. Topic/Content Skills Topic 1: Populations, Communities, and Ecosystems Populations and population growth Factors that limit populations Ecological communities Ecosystems Niches and competition Predator/prey relations Mutualism and commensalism Parasites Keystone species Succession Assessment Tests, Quizzes, Lab Quizzes Classwork Homework Lab Reports Resources Instructional Methods Tech Infusion Next Gen: Text; Text CDrom iBooks and probes Lab manuals Media Center Lab Supplies Laserdisk Overheads Films and DVD’s Lecture Class Discussion Group Work Laboratory Work Individual Research Demonstrations Student presentations PowerPoint presentations Interactive computer activities iBooks and probes Laserdisk player PowerPoint projector Overhead projector VCR CD rom Internet SmartBoard technology HS-LS2-1 HS-LS2-2 HS-LS2-3 HS-LS2-4 HS-LS2-5 HS-LS2-6 HS-LS2-7 HS-LS2-8 Topic 2: Energy and Nutrients in Ecosystems Producers and their role Consumers and trophic levels Decomposers and nutrient cycling Food webs The hydrologic cycle The carbon cycle The nitrogen cycle The phosphorus cycle Biomes and their features Topic 3: Population Ecology Growth Rate S-curve and J-curve growth Boom and Bust cycles Human Population Growth Differentiated Learning Activities Students will create a food web with at least 20 different organisms. This food web should include a variety of producers, herbivores, omnivores, carnivores, and decomposers. For more proficient students, they should include detritivores and scavengers. Sustainability The World in Balance: After showing the video (Nova: The World in Balance), students are split into lab groups to research about human population growth in different countries. Each group is assigned a different country and asked to research the economical and environmental impacts that country’s population growth is having on the Earth. They also need to look into reasonable ideas on how to address the problem. Unit 8: Animals and Animal Anatomy and Physiology Essential Question: How do animals maintain homeostasis? Objectives – Students shall be able to: Define homeostasis, and explain how negative feedback mechanisms are used to maintain homeostasis. Describe and give examples of positive feedback. Describe the interaction of cells to form tissues, tissues to form organs, organs to form systems, and systems to form an organism. Explain the function of the circulatory system in animals. Contrast open and closed circulatory systems, and give an example of organisms with each. Name the chambers, valves and major vessels of the cardiopulmonary circuit in humans, and describe the flow of blood through this circuit. Explain how blood carries oxygen and nutrients. Contrast the design and function of arteries, capillaries, and veins. Describe how organisms facilitate gas exchange. Discuss in detail how organisms with gills exchange oxygen and carbon dioxide. Discuss in detail how gas exchange occurs in the alveoli of human lungs. Explain how peristalsis moves food within the digestive tract. Describe what happens to food in the stomach. Recognize that the majority of digestion occurs in the small intestine. Name the digestive enzymes that act on all major food groups, and the monomers they produce as food is digested. Describe the design of a neuron and explain how electrical signals are generated in the membrane of a neuron. Discuss how signals are conducted across a synapse using neurotransmitters. Contrast the peripheral nervous system and the central nervous system. Describe how sound waves are captured by the ear and converted to electrical signals in the cochlea. Discuss the sliding filament mechanism of muscle action. Explain how muscles and bone work together to generate movement. Topic/Content Skills Topic 1: Homeostatic Mechanisms Homeostasis Negative and positive feedback mechanisms Organizational hierarchy Assessment Resources Instructional Methods Tech Infusion Next Gen: Tests, Quizzes, Lab Quizzes Classwork Homework Lab Reports Text; Text CDrom iBooks and probes Lab manuals Media Center Lab Supplies Laserdisk Overheads Topic 2: A Survey of Major Films and Systems Circulatory systems- open and closed DVD’s types The cardiopulmonary circuit- parts of the human heart Blood and the transport of oxygen, nutrients, and wastes Immunity Gas exchange using gills Gas exchange in the lungs Digestion Neurons and nerve signals Synaptic transmission and neural regulation Central nervous system Special senses- Hearing Special senses- Vision Muscles and movement Hormonal control Lecture Class Discussion Group Work Laboratory Work Individual Research Demonstrations Student presentations PowerPoint presentations Interactive computer activities Dissections Lab Practical iBooks and probes Laserdisk player PowerPoint projector Overhead projector VCR CD rom Internet SmartBoard technology HS-LS1-2 HS-LS1-3 Differentiated Learning Activities Students will dissect a frog in small lab groups. Working in a team of 3 or 4, students will explore and discover the different body parts of a frog. They will compare these parts to the parts found on a human. Each group will be required to prepare a lab report of their findings. Ethical Decision Making/Character Education Discuss the impact of smoking on the human body and lungs. Talk about why people start smoking in the first place even when they are aware of the dangers. Why hasn’t smoking been made illegal the same as drug usage? What type of consequences does smoking have on someone’s body and their life? Unit 9: Systematics and the Diversity of Life Essential Question: How is the diversity of life organized, and how are groups of living things related? Objectives – Students shall be able to: Explain the importance of taxonomy in scientific studies. List the major taxonomic classification groupings, from kingdom to species. Describe the characteristics that distinguish the 5 kingdoms and 3 domains. Describe some common characteristics of bacteria. Name several ways bacteria are beneficial to us. Explain the importance of cyanobacteria to the history of life on earth. Discuss the kingdom Protista, and explain why this kingdom will likely be changed by taxonomists. Name some distinctive features of the plant-like protests, animal-like protests, slime molds, and algae. Identify some of the primary features of fungi. Explain the importance of fungi in ecosystems, especially in the nutrient cycles. Identify the primary features of plants. Explain the adaptations necessary for plants to have moved from water to land. Discuss the major features of bryophytes, mosses and liverworts. Discuss alternation of generations, and explain how this alternation applies to the life cycle of mosses and of ferns. Describe the major evolutionary advancement of tracheophytes. Contrast gymnosperms and angiosperms. List some important features and adaptations of the major animal phyla: sponges, cnidaria, flatworms, roundworms, annelidia, arthropods, mollusks, echinoderms, and vertebrates. Topic/Content Skills Assessment Topic 1: The Science of Taxonomy The purpose of classification Current classification dynamics Major taxonomic divisions Three domains and five kingdoms Tests, Quizzes, Lab Quizzes Classwork Homework Lab Reports Topic 2:Major Groups of Organisms Bacteria Protists Fungi Features of plants Bryophytes- mosses and liverworts Gymnosperms Angiosperms Features of Animals Sponges Worms Arthropods Mollusks Echinoderms Vertebrates Resources Instructional Methods Tech Infusion Next Gen: Text; Text CDrom iBooks and probes Lab manuals Media Center Lab Supplies Laserdisk Overheads Films and DVD’s Lecture Class Discussion Group Work Laboratory Work Individual Research Demonstrations Student presentations PowerPoint presentations Interactive computer activities Dissections Lab Practical iBooks and probes Laserdisk player PowerPoint projector Overhead projector VCR CD rom Internet SmartBoard technology HS-LS4-3 HS-LS4-4 Differentiated Learning Activities Students will use a dichotomous key to identify unknown organisms. In addition to testing a student’s ability to use a dichotomous key, it will also reinforce the ability to correctly write scientific species’ names. Ethical Decision Making/Character Education Discuss how classification can also reveal evolutionary relationships between species. Can this be another piece of evidence supporting evolution? 21st Century Skills What arguments can you make for preserving biological diversity in poor and developing countries, such as those in many areas of the Tropics? In a small group, discuss and research some of the implications of this question. Be sure to look up examples and specific species. Then in a large group setting, present what you have discovered.