Download Living Enviroment - William H. Maxwell HS

THE NEW YORK CITY DEPARTMENT OF EDUCATION
William H. Maxwell Career & Technical Education High School
Jocelyn Badette, Principal ~ Michelle Van Brussel, Assistant Principal, Science
145 PENNSYLVANIA AVENUE • BROOKLYN, N.Y. 11207
Science Department Curriculum Mapping
Telephone: (718) 345-9100
Subject: Living Environment
Fax: (718) 345-5470
Grade: 10th
Unit 1: Scientific Method
September
Essential
Questions
Skills/ Objectives
How do we
research new
topics and answer
scientific
questions?
Students will be able
to:
1. Design and
carry out a
controlled
experiment.
How do we decide
on an appropriate
hypothesis?
How to identify
dependent and
independent
variables in an
experiment?
How do we
properly collect
and organize data?
How can we
2.
State ad
appropriate
hypothesis.
3.
Identify
dependent and
independent
variables.
4.
Collect,
organize and
analyze data
Content
Scientific Method
a.
Strategies
Think Pair Share
Terms of the
scientific method.
Activities/Labs
Assessments
Many of the
activities are
embedded in the
BES Modules on
Scientific Inquiry.
Standards:
NYS/ CCLS
NYS
MST #2
CCR#1
Heterogeneous
Group
Scientific Writing
Differentiated
instructions
b.
Students will carry
out an experiment
named NASA plants
that is embedded in
the Scientific
Inquiry BES
module.
Graphing
Presenting their
findings to the class
Worksheet
practice on
stating
problems
Practicing
graphing
Applying the
knowledge of the
concept to solve the
Regents
Questions on
CCLS
WHST
9-10.10
NYS:
MST #1
CCR #8
analyze our data?
problem stated in
the activity.
c.
How can we draw
a proper
conclusion from
our data?
5.
Formulate an
appropriate
conclusion.
Characteristics of
a Good
Experiment
Lab : Lab Safety
procedures.
Graphing
Writing a
conclusion
for their own
Experiment
CCLS
RST 9-10.10
CCR #2
Unit 2. Ecology
September -October
Essential
Questions
How can we
understand how
organisms interact
with their
environment?
Skills/ Objectives
Content
Strategies
Activities/Labs
Assessments
Standards:
NYS/ CCLS
Students will be able
to:
1. Explain factor
that limit
growth of
individuals and
populations.
Terms: Autotroph,
heterotroph,
Carrying capacity,
and Predator/prey
relationships.
Many of the
Worksheets and
Group activities as
well as videos are
embedded in the
BES Module on
Ecology.
Video on recycling
water, carbon
dioxide and oxygen
within an
ecosystem.
Student
created
energy
Pyramid
NYS:
MST #4
CCR #8
Heterogeneous
groups Creating
food chains, and
food webs using
magazine pictures.
Writing an
explanation of the
dynamics of their
particular food web.
Lab activity on
Making
Connections:
creating histograms
and inferring from
them the results
you expect.
NYS Student
Lab Packet
questions
CCLS
RST9-10.1
WHST
9-10.10
CCR #7
Worksheet included
in the Bes module
Regents based
questions on this
Final exam
on the unit
How does energy
flow within any
ecosystem?
2. Explain the
importance of
preserving
diversity of
species and
habitats.
How do living and
non-living parts of
3. Explain how
the living and
Food chains, food
webs, Aquatic and
Field Ecosystems.
Recycling of
nutrients by the
decomposers.
Natural recycling of
water, oxygen and
Carbon Dioxide.
Niche of each living
organism within an
ecosystem.
Ecological
Succession,
the environment
depend on each
other for survival?
How does human
activity affect the
ecosystem?
non-living
environments
change over
time and
respond to
disturbances.
4. Describe how
human activity
impacts the
environment.
Competition,
Preserving
biodiversity,
Environmental
factors such as
water, light
temperature,
climate, and
predation.
Actions being taken
by humans to
reduce or repair
the damage to the
environment.
on Ecological
Succession.
topic.
Student
presentations on
one of the following
topics:
Acid Rain
Deforestation
Loss of Diversity of
animals and plants.
Global Warming
Loss of the Ozone
Layer
Introduced foreign
species
Industrialization
Power point
presentations by
heterogeneous
groups on one of
the given topics.
including
regents
based
questions
and graphs.
NYS: MST
#1
RST 9-10.4
WHST 910.6
Unit 3: Homeostasis and Cellular Organization
November -February
Essential
Questions
Skills/ Objectives
Content
What are the
characteristics of
all living
organisms?
Students will be able to :
An understanding
of Homeostasis.
1.
Define the
characteristics
of all living
things.
Strategies
Activities/Labs
Assessments
Many group
Pair and group
activities are
activities based on
embedded within cell structure.
the BES Module
entitled
Homeostasis
Standards:
NYS/
CCLS
MST #5
Part I.
What are the cell
organelles?
2. Identify the cell
organelle that is
responsible for
each life
function.
How any types of
cells are there?
An ability to use
the meaning of the
life processes of
Nutrition,
excretion,
transport,
respiration,
growth, synthesis,
and regulation.
3. Explain the
difference
between plant
and animal cells
The process of
Photosynthesis.
The importance of
Chloroplasts.
Cellular
Kinesthetic
construction of
cells and their
organelles with a
written
explanation of
the construction.
This activity is
done in pairs
and the final
project is
presented to the
class. It includes
plant and animal
cells, as well as
body cells such
as blood cells,
nerve cells.
Coloring book
activity on cell
organelles.
Creating a cell
mobile to be hung
up.
Cell City:
Written
explanations of
cell organelles
CCLS:
RST910.10
WHST910.1
CCR #2
Respiration
synthesis of energy
(ATP) for all cells.
What Scientific
instrument do we
use to study a
cell?
How do we
prepare a wet
mount for study?
How does the cell
transport
materials in out
and of the cell as
well as
throughout the
cytoplasm?
Etc…
Cell theory
4. Use a
microscope to
identify parts of
a cell.
Cell Discovery
Cell organelles
Plasma membrane
and cell transport.
5. Prepare wet
mount slides of
plant and
animal cells.
6. Use staining
techniques to
view cell parts.
7. Demonstrate the
effects of
diffusion on the
cell.
Definition and
explanation of
osmosis and
diffusion as well as
active and passive
transport.
Video on the
Living cell with a
worksheet.
NYS Lab on
Diffusion
Through a
Membrane.
Drawing the parts
of onion and yeast
cells and
identifying their
role in the cell.
Process of
diffusion of salt
water through an
onion cell.
(Included in the
lab activity on
diffusion)
Completion of the
NYS Lab Packet.
Quiz on
Photosynthesis,
Cellular
Respiration,
NYS:
osmosis and
diffusion.
MST#4
NYS Lab:
Student Lab
Packet
Questions
NYS:
MST #4
Final Exam
CCLS
based on
Regents format RST 9-10.4
questions
WHST 910 .10
CCR #6
**At the End of this Section, the Students will be required to Complete their Task 2 Argumentative Essay on the Rainforest.
Unit 3 Continued: Homeostasis and the Organization of Body Systems (Respiratory and Circulatory System)
November - March
Essential
Questions
Skills/ Objectives
Content
Strategies
How does our
body get its
supply of
Oxygen?
Identify the
Respiratory
System
Use of BES model
on the
Respiratory and
Circulatory
System in the
Module names:
RespiroCirculatory
Systems.
Why is the
Circulatory
System important
to maintain
Homeostasis in
our bodies?
anatomical parts of
the Human
Respiratory System
Identify and define
the structures of
the Human
Circulatory System
Structure and
Function of the
parts of the
respiratory system
View a Power
point
presentation on
the structure and
function of the,
respiratory and
Circulatory
System
Understand the
functioning of the
Human
Circulatory
system
By presenting
these 2 systems
together the
students can
understand where
they overlap and
work together to
maintain
Activities/Labs
Assessments
Standards:
NYS/
CCLS
Student constructed
Bell jar.
Student written
explanation of the
breathing process.
Students will make
graphs of their
pulse rate versus
their heart rate
Regents based
quiz on the
structure and
function of the
Respiratory
System
Regents format
questions based
on the
interactions
between the
Respiratory and
Circulatory
system.
NYS:
MST #2
CCLS:
RST.910.1
WHST 910. 9
CCR #8
homeostasis.
Unit 3 Continued: Homeostasis and the Organization of Body Systems (The Digestive and Excretory System)
November -March
Essential
Questions
How is food
digested and
broken down into
a form of energy
that the Human
Body can use?
Skills/ Objectives
Content
Strategies
Activities/Labs
Assessments
The Structure
and function of
the parts of the
Digestive
System
Most of the
strategies both
group and
partner work are
embedded into
the BES Module
on Digestive and
Excretory
System.
Construction of a
Quiz based on
Structures and
their functions
Students will be
able to:
1. Identify the
parts of the
Digestive
System.
2. Explain the
functions
of the parts
of the
Digestive
System.
What are the 4
nutrient groups
and why are they
important for us?
Standards:
NYS/ CCLS
3. Explain
and
identify the
food
nutrient
groups.
The food
Nutrient
groups
They include
Kagan structures
as well as
differentiated
group structures
Food Pyramid
NYS:
MST #4
RST 9-10.2
WHST 9-10.9
CCR#9
Lab based on
Identifying the 4
nutrients in food.
The Excretory
System
How does the
Excretory system
Keep us in a state
of Homeostasis?
Where do our
bodies’ waste
products come
from?
How does the
excretory system
keep us in
homeostasis?
How do the
Digestive System
and Excretory
system work
together to keep
us in homeostasis?
Students will be
able to:
1. Identify the
structures
and their
functions.
2. Identify
what our
waste
products
are .
3. Explain
how our
body gets
rid of waste
products.
4. Explain the
overlap of
the two
systems
The
anatomical
structures and
functions of
the Excretory
System
Most of the
activities such as
videos and power
points are in the
BES module
Identifying
where our
body waste
products come
from.
Identifying the
negative
feedback
system for
sugar levels
and water
levels in the
body.
Students will create a
working model of a
kidney. This is a
group activity and
will culminate in a
class presentation.
Quiz based on
structure and
function, also a
Part C question
based on the 2
body systems.
NYS:
MST #5
CCLS
RST9-10.5
WHST9-10.6
CCR #6
Unit 3 Continued: Homeostasis and the Organization of Body Systems (The Skeletal and Muscular System)
November -March
Essential Questions
Skills/ Objectives
Content
Strategies
Activities/Labs
Assessments
Standards:
NYS/ CCLS
Anatomical
Structures of the
Skeletal and
their Functions
Most of the
worksheet group
and partner
activities are
embedded in the
BES Module on
the Skeletal
Muscular
System.
Name that bone
Regents Format
Multiple choice
and Part C
Question on the
body systems
NYS
Students will be
able to:
What is the skeletal
system?
What role does it
play in shaping our
bodies?
Why is it important
to keep us in
Homeostasis?
1. Name and
define the
structures
of the
Skeletal
System.
2. Explain the
importance
of the
skeletal to
the support
of the body
The formation
of bone and the
importance of
calcium
3. Explain
how it helps
to keep us
in
Homeostasi
s
The site for
attachment of
muscle. For
movement.
Muscular System
What is a muscle
and how does it
Define the
structure
How do muscles
MST #4
CCLS
RST 9-10.1
WHST 9-10.9
CCR #8
Videos on the
Skeletal System
Viewing of the
bones in the Free
Standing
Skeleton
Anatomy of a
muscle.
1.
Flash cards
NYS Lab on
Muscle fatigue
In the BES
Quiz using
Regents Format
multiple choice
questions as well
function?
Where are muscles
located in our body?
How do muscles and
bones work together
to keep us in
Homeostasis?
and
function on
some of the
major
muscles in
our body.
2. Explain
how
muscles
work.
3. To pair
muscles
with the
bones they
move.
get their energy
to move
Where are
muscles
attached to
bone.
Module on
Skeletal
Muscular System
there are many
Kagan Strategies,
as Part C
Questions on
Skeletal
Muscular
System
NYS:
MST#5
Group Work
Working in pairs
The movement
of bones due to
muscular
contraction.
Building muscles
around bone with
clay
CCLS
RST9-110.1
WHST 9-10.9
CCR#8
Unit 3 Continued: Homeostasis and the Organization of Body Systems (The Nervous System)
November -March
Essential Questions
Skills/ Objectives
Content
Strategies
Activities/Labs
Assessments
Most of the
strategies that are
used are
embedded in the
BES Module.
Videos
Regents Format
using Multiple
choice questions on
Nervous System as
well as Part C
questions on the
Body systems.
Standards:
NYS/ CCLS
Students will be able
to:
1.
What are the parts
of a neuron?
How does a neuron
work?
How does the
Identify all the
parts of a
Neuron.
2. Explain how
nerve impulses
travel.
3. Understand
Parts of a
Neuron and
the Nervous
System.
The brain
They include
Kagan structures
and worksheets,
group projects,
Plotting nerve
feeling with
sensory testers.
Blind folded
NYS: MST
#2
entire nervous
system keeps our
bodies in a
constant state of
Homeostasis?
What are our 5
senses and how are
they controlled by
nerves?
how the brain
and central
nervous system
put up an
impulse and
causes a
response in the
body to that
impulse.
and nerve
nets and
impulses
projects designed
for pairs, Videos
and Reading
assignments.
feel and tell.
As well as
the spinal
chord
Quizzes will be
used as well as the
creation of a nerve
net from pictures
of nerve cells.
CCLS
RST 9-10.1
WHST 910.9
CCR #8
4. Talk about the
5 senses.
Our 5 senses
and their
effect on the
body
Unit 4: Reproduction
March
Essential Questions
Skills/ Objectives
Content
Strategies
Define and
Explain Mitosis.
Cell division
for Asexual
Reproduction
Define and
explain Meiosis.
Male and
Female
Reproductive
Systems
Many of the
Kagan
strategies and
worksheets are
embedded in
the BES
Module on
Reproduction.
Activities/Labs
Assessments
Standards:
NYS/ CCLS
Students will be
able to:
How do we grow?
What 2 methods of
reproduction are
there?
How do we continue
Stages of
Quiz on stages of
Mitosis
Lab on STEM
cell
differentiation
NYS:
MST #4
Quiz on the stages of
Meiosis
Making a study
our species?
What other methods
can be used to
produce an offspring
Explain the
formation of
gametes.
Identify and
explain the parts
of the Male and
Female
Reproductive
systems
Meiosis and
Mitosis
Videos
Smartboard
presentations
Fertilization
and stages of
development of
a seed.
Viewing a
Powerpoint
Presentation
Fertilization
and stages of
development of
a fetus.
guide booklet on
Mitosis and
Meiosis
Coloring Book
Pictures of Male
and Female
Reproductive
System as well as
stages of
development
Reproductive
Technology
Graphic organizer
on Stages of
Development with a
written explanation
Regents format
Questions both
multiple choice and
part B2 and D
questions
CCLS:
RST9-10.7
WHST9-10.8
CCR#6
Unit 5: Genetics
March -April
Essential Questions
Skills/ Objectives
Content
Strategies
Activities/Labs
Assessments
What makes you
who you are?
Students will be able
to:
DNA and RNA
base coding.
Most of the
Kagan
Strategies
and grouping
is embedded
in the BES
Module on
Genetics.
Building a DNA
or RNA free
standing model.
Regents Format
with Multiple
choice questions
as well as Part
B2 and Part D
questions
involving
genetics.
1. Identify and
explain the
structures of
DNA and RNA
Can you be
changed?
2. Explain how
proteins are
made.
3. Identify a
Structure ad
function of
DNA and RNA
Protein
Synthesis.
Gene
expression,
genetic
engineering ,
Smartboard
activities on
Activities on the
Smart Board
Clay replicas of
a Ribosome and
Protein
Presentation of
students
Standards:
NYS/ CCLS
NYS MST #2
NYS MST #6
Mutation.
4. Understand
Genetic
Engineering,
expression and
splicing.
Is cancer controlled
by your genes?
splicing and
DNA
fingerprinting
DNA, RNA
and protein
Synthesis.
Selective
breeding and
speciation.
Use of
Picture
Puzzles on
DNA.
Synthesis
completed
models with a
written
explanation of
what the model
represents.
5. Understand
DNA
fingerprinting
and selective
breeding.
**At the End of this section the Students will be required to write their Task 2 Argumentative Essay on Cloning.
CCLS
RST 9-10.5
WHST9-10.7
CCR #9
Unit 6: Evolution
May
Essential Questions
Skills/ Objectives
Content
Strategies
Activities/Labs
What is meant by
the survival of the
fittest?
Students will be able to:
Definition and
understanding of
Evolution,
Natural
Selection,
Overproduction,
competition,
variation,
adaptive value,
extinction and
ancestry
Many of the
Kagan
strategies and
groupings are
embedded in
the BES module
on Genetics.
NYS Lab: Beaks of
Finches
Who gets to survive
and why?
How do our genes
determine if we
survive or become
extinct?
1. Understand the
meaning of
natural
selection
adaptation and
extinction.
2. Create a
Cladogram of
their own
family and of
other examples
given to them.
3. Participate in an
activity that
mimics
adaptation or
extinction.
Darwin’s journey
and his finches
and their
particular
adaptations.
Homologous
structures,
Use of games
and simulations
to develop
evolutionary
ideas.
Feeding
competition
Migration
patterns and a
Video on Darwin
and his travels
and life.
Assessments
Standards:
NYS/ CCLS
Regents format
quizzes and
exams using
Multiple choice
questions as well
as Part B2 and D
questions on
evolution.
NYS:
MST#4 and #5
CCLS
RST9-10.6
WHST9-10.8
CCR#3
Regents Review
June
Essential Questions
Skills/ Objectives
How do we review
parts A-B1 (multiple
choice questions) for
the regent’s exam.
Students will be able to:
How do we review
part B-2 (constructed
response and graph)
of the regent’s exam.
How do we review
part C (open-ended
and constructed
response questions)
of the regent’s exam.
How do we review
part D ( Lab skills
questions)of the
regent’s exam.
1.
Review and
answer the
multiple choice
questions on
Part A-B1 of the
exam.
2. Review and
answer the
questions on
Part B-2 of the
exam.
3. Review and
answer the
questions on
Part C of the
exam.
4. Review and
answer the Part
D questions on
the exam.
Content
Strategies
Review the
content of the
course using the
Living
Environment
Boot Camp
Survival Guide
questions.
Many of the
Kagan strategies
will be used,
especially
through the
formation of
groups to cover
the content
material of the
course.
Reviewing graphs
and their
construction as
well as
interpretation.
Review test
structures such
as Dichotomous
Keys
Review lab skills
that have been
covered during
the Year’s labs.
Kaplan test
taking strategies
will be used to
cover multiple
choice questions
especially the
questions on
genetics.
Common Core
writing strategies
for Parts B2 and C
(the extended
response
questions.)
Activities/Labs
NYS Lab: Beaks
of Finches
Feeding
competition
Migration
patterns
Assessments
Standards:
NYS/ CCLS
Regents format
quizzes and
exams using
Multiple choice
questions as well
as Part B2 and D
questions on
evolution.
NYS:
MST#4 and #5
CCLS
Video on
Darwin and his
travels and life.
Make Up Labs
which give the
students time to
review their lab
work and satisfy
their NYSED Lab
requirement for
the Regents.
Regents based
Review sheets
with topic specific
questions
grouped
according to the
students needs.
RST 9-10.5
WHST: 9-10.10
CCR#7