Survey
* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project
Download 4th GP - Saisd
Document related concepts
no text concepts found
Transcript
Subject – Biology Unit of Study: Animal Kingdom (Human Systems, Interrelationships of Organ Systems, Nutrition, Environmental Conditions & Exercise, Cellular Homeostasis, External Stimuli, Cell Differentiation and Levels of Organization) CURRICULUM OVERVIEW Fourth Grading Period (5 days) Big Idea Unit Rationale The Animal Kingdom includes the invertebrates and vertebrates. They explain all about the basic characteristics of the major groups of animals, and structure and function of some animal body systems. In order to understand the animal kingdom, students need to learn about the structural, developmental, and reproductive strategies that all animals share. They will learn about the basic characteristics of the major groups of animals. Concepts TEKS TEKS Specificity - Intended Outcome Biology TEKS 10 The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits. The student is expected to: (A) interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune (B) compare the interrelationships of organ systems to each other and to the body as a whole Biology TEKS 11 The student knows that organisms maintain homeostasis. The student is expected to: (C) analyze the importance of nutrition, environmental conditions, and physical exercise on health; Biology TEKS 4 The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to: (C) compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome; (D) identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria. Skills Biology TEKS 1 The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations Biology TEKS 2 The student uses scientific methods during field and laboratory investigations. (A) The student is expected to plan and implement experimental procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology (B) collect data and make measurements with precision (C) organize, analyze, evaluate, make inferences, and predict trends from data Biology TEKS 3 The student uses critical thinking and problem solving skills to make informed decisions. . (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information ” I CAN” statements highlighted in yellow should be displayed for students. I can: Explain the distinguishing characteristics of chordates Interpret the functions of the human systems (10 A Discuss the boundaries that limit an organisms' growth. Compare the same systems in different phyla of organisms. Explain the four major functions of hormones Discuss how steroid and thyroid hormones function. Compare the roles of the hormones secreted in each of the major endocrine glands. Identify the major structures of the male and female reproductive systems. Relate the structure of a sperm cell to its function and the path taken as they leave the body. Analyze the events of the ovarian and menstrual cycles. Summarize the three trimesters of pregnancy. Describe the effects of drug use on development. Identify the causes and symptoms of some viral STDs. Practice safety at all times while performing field and laboratory investigations. (1A) Distinguish between safe and unsafe behavior in the classroom. (1A) distinguish between appropriate dress clothes for laboratory (1A) apply the steps of the scientific method during laboratory investigations (2A) Design an experiment to test by writing a hypothesis and using the scientific method when given a problem statement. (2A) Implement the scientific method to plan and collect data to communicate valid conclusions. (2A, B, D) Collect data by working in groups (2B) Differentiate between independent variable and dependent variable in a data graph (3A) Evidence of Learning 1. At least 80% of the time, students will be able to understand on paper or use models to show they can interpret the functions of the different systems in the Animal Kingdom. 2. At least 80% of the time, students will be able to compare the interrelationships of organ systems to each other and to the body as a whole. SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Page 1 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: Animal Kingdom (Human Systems, Interrelationships of Organ Systems, Nutrition, Environmental Conditions & Exercise, Cellular Homeostasis, External Stimuli, Cell Differentiation and Levels of Organization) Week 1 Lesson 1 The Endocrine (Hormones) System Week 1 (2 days) Essential Questions What is the difference between exocrine and endocrine glands? Give several examples of each. How do steroids and thyroid hormones interfere in the cell’s normal activities? What are the four major functions of hormones? CURRICULUM GUIDE Essential Pre-requisite Skills Students can: Describe interactions among living systems in the human organism (6 th grade science- 6.10 A, C, 7th grade 7.9 A, 8th grade science 8.6A) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… 5E Model of Instruction Engage Complete the Bellringer on pg. 974 of the TE. Tell the students to write down their responses in their journals. This activity is a good lesson to introduce the Endocrine system. It creates good discussion about how the hormones work. (11A, 11B) Tell the students to write in their journals the difference between endocrine and exocrine glands. Tell the students to include the glands that are secreted by each. (10A) Using the textbook, pg. 975, Figure 2 tell the students to label the parts of the endocrine system and write down the function of each structure. (Make sure that the students include the major partshypothalamus, pituitary, thymus, thyroid, parathyroid, adrenals, pancreas, ovaries, and testes) (10A, 10B, 11C) Explore Have the students complete the Math Lab: Analyzing Blood Glucose Regulation, pg. 986. Tell the students to complete the questions on the analysis in their journals. This activity is good for practicing graph interpretations. (2C, 11C) Have the students complete the following handout or a similar one, Endocrine Worksheet (10A, 10B, 11C) Explain Show students the power point, The Endocrine System and answer the questions Endocrine System Review Questions. (10A, 11A) Tell students to break up into groups of 2 – 4. Lead the students through the group activity (Pituitary Hormones) on page 985. (10B) Elaborate Have students watch the video, Neuro-Endocrine Reflex. Afterwards, tell the students to complete the 32-1 Process (Write 3 things they learned or already knew, write 2 questions and 1 paragraph summarizing). Have the students read the BIOWatch, Anabolic Steroids Are Dangerous on pg. 981. Afterwards, have them answer the questions from the Discussion on pg. 981 of the TE. (10A, 10B, 11A, 11B) Tell the students to read the BIOWatch, Hormones and Body Fat on pg. 987. Afterwards, have them answer the questions from the Discussion on pg. 987 of the TE. (10A, 10B, 11C) Have students complete the Exploration Lab: The Effect of Epinephrine on Heart Rate (10A, 10B, 11C) SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Access prior knowledge about the hormones (11A, 11B) journaling responses to questions (1A, 10A, 10B, 11C) Cornell Note Taking (2A, B, 3A) Marzano’s Six Steps to Effective Vocabulary instruction (2C) journaling responses to questions (10A) Students record information in their science journal and discuss with their learning partner observations about the lab activity. (10A, 10B, 11C) Demonstrate understanding of key concepts and vocabulary by summarizing how the endocrine gland functions. (10A, 10B, 11C) Cornell Note Taking (2A, B) Students record information in their science journal and discuss with their learning partner observations about the pituitary hormones. (10A, 10B, 11C) Students record information in their science journal and discuss with their learning partner observations about the video. (10A, 10B, 11C) 3-2-1 Process-Students… A. write 3 things they learned or already knew B. write 2 questions C. 1 paragraph summarizing Reading Process Page 2 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evaluate San Antonio, Texas is considered one of the fattest cities in the United States. Write a summary explaining which endocrine gland contributes to obesity and what can be done to reduce obesity and the complications that can arise from it. (10A, 10B, 11A) Explain how the pancreatic hormones insulin and glucagons regulate blood glucose levels. (10A, 10B, and 11A) Vocabulary: Hormone Endocrine gland Target cell Amino-acid-based hormone Second messenger Negative feedback Demonstrate understanding of key concepts and vocabulary by summarizing how the endocrine gland function. (10A, 10B, 11C) Resources Holt Biology Texas See Teacher Resource Pages Chapter 42 pp. 972 - 993 Hypothalamus Pituitary gland Adrenal gland Epinephrine Norepinephrine Insulin Glucagons Diabetes mellitus Evidence of Learning Differentiation College-Readiness i.e., Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board/Career/Life What do you do for students who did not get it? Biology Interim Question Have students describe to their partner how protein hormones and neurotransmitters are similar in the way they affect their target cells. (10A, 11A) What do you do for students who master the learning quickly? Give each student an outline of the human body and have them draw in the glands of the endocrine system and correctly label each one. Below each label, tell the students to include the hormone produced by the gland and a disorder or disease that is caused by the malfunction of the gland. (10A, 11A) 15. It is secreted by the pituitary gland. (A) (B) (C) (D) (E) Insulin Growth Hormone Progesterone Thyroxine Secretin Answer: B Answer: A TAKS 10th Grade Released Question 30. Which of these statements describes one possible interaction between the endocrine and respiratory systems? F. The heart is composed of muscle tissue. G. Hormones can trigger asthma attacks. H. The rib cage expands to move air into the lungs. J. Blood cells can attack pathogens. Answer: G SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Page 3 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: Animal Kingdom (Human Systems, Interrelationships of Organ Systems, Nutrition, Environmental Conditions & Exercise, Cellular Homeostasis, External Stimuli, Cell Differentiation and Levels of Organization) CURRICULUM GUIDE Week 1&2 Lesson 1The Reproductive System (3 days) Essential Questions Essential Pre-requisite Skills What are the main structures and functions of the male and female reproductive systems? What is the purpose of a menstrual cycle? How does the endocrine system and reproductive system interact? Students can: Describe interactions among living systems in the human organism (6 th grade science- 6.10 A, C, 7th grade 7.9 A, 8th grade science 8.6A) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… 5E Model of Instruction Engage Have students label the parts of the male and female reproductive systems and list the functions of each major part. Afterwards, have the students describe the path of a sperm as it travels throughout the system. (10 A, B) Have students read Section 4, Sexually Transmitted Diseases. Have them write in their journals the importance of abstinence and the consequences of unprotected sexual contact. (4C, 4D, 11C) Explore Tell students to complete the Data Lab: Analyzing Hormone Secretions, pg. 1003 and answer the questions. (10A, 10B) Explain Have student view the power point, Human Reproductive System and have them record notes in their journals to write questions they may still have about the Reproductive System. (10A, 10B) Tell the students to read pg. 1007, BIOWatch: Ultrasound Imaging. Afterwards, discuss with your class the following two questions: 1. What is ultrasound used for during pregnancy? 2. Other than pregnancy, can you think of other medical uses for ultrasound? After the students read the BIOWatch, Ultrasound Imaging, have them look at the different sonogram pictures and answer the questions. (10A, 10B) Elaborate Have students identify the causes and symptoms of several bacterial and viral STDs and what is the main difference between the two diseases. (4C, 10A, 10B, 11C) Have the students complete the Skills Practice Lab on pp. 1014 – 1015 or something similar. (10A, 10B, 11C) Evaluate After studying the reproductive system, tell the students to list and explain three healthy habits they should practice. (10A, 10B) Vocabulary: Testes Seminiferous tubules Epididymis Vas deferens Seminal vesicles Prostate gland SAISD © 2008-09 – Fourth Grading Period (Week) Penis Ovary Ovum Fallopian tube Uterus Vagina Ovarian cycle blastocyst implantation gestation pregnancy embryo placenta fetus Science Biology Access prior knowledge about the hormones (11A, 11B) Use your science journal to tract the structures and functions of the male and female reproductive system throughout the system (2A, C, D) Cornell Note Taking (2A, B) Marzano’s Six Steps to Effective Vocabulary instruction (2C, 10A) Students record information in their science journal and discuss with their learning partner observations about the lab activity. (10A, 10B) Reading Process Students look at real world examples and make connections (2D, 10A, 10B) Learn and use appropriate vocabulary in discussing bacterial and viral STD’s. Marzano’s Six Steps to Effective Vocabulary instruction (2C, 10A) Demonstrate understanding of key concepts and vocabulary (10A, 10B) Resources Holt Biology Texas See Teacher Resource Pages Chapter 43 pp. 994-1015 Page 4 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Bulbourethral glands Semen Ovulation Follicle corpus luteum menstrual cycle menstruation cleavage gonorrhea syphilis Chlamydia Pelvic inflammatory disease Genital herpes Evidence of Learning Differentiation Interims/TAKS/Benchmarks What do you do for students who did not get it? Ask student to create a booklet that tells the story of fetal development from the point of view of the fetus. Tell students to be creative and include drawings or photos in their booklet. Biology Interim 2 2005 None Available Campbell and Reese Which of the following male and female structures are least alike in function? TAKS Spring Exit Level Released Question 14. Which of the following factors helps spread diseasecausing bacteria? What do you do for students who master the learning quickly? Have students copy Table 1 and cut it into separate cells. Provide groups of three students with the cells of the complete table. Ask them to place the STDs in one column and then use the remaining cells to create an accurate table that describes the symptoms and pathogen for each STD. College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life F AIDS G Access to new hosts H Mutation by heat energy J Availability of light a. seminiferous tubules --- vagina b. Sertoli cells --- follicle cells c. spermatogonia --- oogonia d. testes --- ovaries e. vas deferens --- oviduct Answer: A Answer: G SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Page 5 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: Ecosystems and Successions CURRICULUM OVERVIEW Fourth Grading Period – Week 2& 3 (5 days) Big Idea Unit Rationale Biodiversity is a taught as a concept that occurs within a community or an ecosystem. It explains why some communities and ecosystems are different and how some species are gradually replaced with others. In order for our students to understand how an environment functions, they must learn that ecosystems can change gradually through time or overnight and how a primary succession is replaced by a secondary succession. Concepts TEKS TEKS Specificity - Intended Outcome Biology TEKS 12 The student knows that interdependence and interactions occur within an ecosystem. The student is expected to: (C) compare variations, tolerances, and adaptations of plants and animals in different biomes (E) investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids. Biology TEKS 13 The student knows the significance of plants in the environment. The student is expected to: (A) evaluate the significance of structural and physiological adaptations of plants to their environments Skills Biology TEKS 1 The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations Biology TEKS 2 The student uses scientific methods during field and laboratory investigations. The student is expected to (A) plan and implement experimental procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology (B) collect data and make measurements with precision (D) communicate valid conclusions. ” I CAN” statements highlighted in yellow should be displayed for students. I can: Analyze the effects of a disaster on one level of an ecosystem can disrupt other levels Evaluate species diversity Compare/contrast species diversity using a graphic organizer Sequence primary and secondary succession Discuss abiotic and biotic factors that affect the structures of plant species in specific biomes. Demonstrate safety during field and laboratory activities (1A) Design an experiment to test by writing a hypothesis and using the scientific method when given a problem statement. (2A) Collect data by working in groups (2B) Use the scientific method during a field investigation to communicate a valid conclusion (2D) Use critical thinking and problem solving by analyzing scientific information (3A) Biology TEKS 3 The student uses critical thinking and problem solving skills to make informed decisions. (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information Evidence of Learning 1. At least 80% of the time, students will demonstrate on paper or use models to show they can investigate and explain the interactions in an ecosystem including food chains, food webs and food pyramids. 2. At least 80% of the time, students will demonstrate on paper or use models to show they can evaluate the significance of structural and physiological adaptations of plants to their environments. SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Page 6 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: Ecosystems and Successions CURRICULUM GUIDE Week 2 & 3 Lesson 1 Successions (5 days) Essential Questions Essential Pre-requisite Skills What is an ecosystem and how does it differ from a community? What is the difference between primary succession and secondary succession? How does biodiversity impact a country’s economy? There is a relationship between organisms and the environment and natural events and human activities can alter Earth systems. (7th and 8th grade Science, 7.12 A, B, C, D, 8.14 A) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5E Model of Instruction Engage Have students write a summary explaining what is a controlled fire and why it is considered beneficial to certain areas. (13A) Explain the multiple ways a drought in South Texas can influence the success of a population of jack rabbits. (13A) Due to its high biodiversity discuss what are some of the beneficial discoveries that have come out of the tropical rainforest? (13A) Explore Have the students complete the Quick Lab: Evaluating Biodiversity on pg. 342. This activity can be done on the school grounds. Afterwards, have the students answer the questions and share their observations with a partner or group. You can separate areas by 1meter plots. (1A, 2B, 2C) Have students select one of the following questions and write about it in detail. Limit it to no more than one page. 1.) How is primary succession different from secondary succession? What impact do humans have on succession? 2.) Is a planted garden an example? 3.) Did you see, or have you ever seen, examples of succession on houses or other buildings? 4.) Imagine a lawn on campus or in someone's yard. Are there any examples of succession there now? 5.) If no one maintained it for five years, what might it look like? What would it look like after 10 years? 50? 100? 6.) What might happen in New York City (or L.A., or a city near you) if people didn't keep it clean? (12C, 13A) Explain Have student view the power point, What is Ecology? and have them answer the question guide that goes with the power point. (12C, 12E) Have students view the power point, What is Succession and have them and answer the 3-2-1 Process (13A, 12C) Elaborate Examining the Stages in Ecological Succession. In this activity, the students will place the stages of succession of two ecosystems into sequence. They will also describe changes in an ecosystem and make predictions about changes that will take place from one stage of succession to another. (13A) *Note: this lab activity takes a few days so you might want to start it immediately. Have the students complete the Quick Lab, Modeling Succession pg. 344. Afterwards, have them record their daily observations in their journals. (1A, 2B, 2C, 7B) SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology So students can… by using the writing process with the scientific method and journaling to respond to prompts (2C) evaluating how beneficial a controlled fire is to its environment (13A) discussing beneficial discoveries due to biodiversity of the rain forest (13A) discussing beneficial discoveries due to biodiversity on the school grounds(13A) exploring the differences between primary and secondary succession (12C, 13A) Compare and contrast the interactions of organisms to their environments. (12E) Discuss in pairs and then demonstrate understanding of succession by answering the questions. (13A) 3-2-1 Process-Students… A. write 3 things they learned or already knew B. write 2 questions C. write 1 paragraph summarizing Compare and contrast the different stages of succession by arranging them in sequential order (13A) Page 7 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evaluate Have students create a foldable (Another Four-Tabbed Foldable) demonstrating a pictorial representation of succession that occurs after a forest fire has burned all of the vegetation or after a volcano has erupted and destroyed all the vegetation. Tell the students to include a least four different scenes showing how succession occurs over time. Also have the students include a timeline showing how long the process actually takes. (12C, 13A) Vocabulary Ecology Habitat Community Ecosystem Abiotic factor Biotic factor Biodiversity Pioneer species Succession Primary succession Secondary succession Understand how plants and animals in different biomes must adapt to changes when a natural disaster occurs (12C, 13A) Holt Biology Texas Chapter 16 pp. 339-344 Section 16.1 Lab Manual for Quick Labs, Data Labs, and Math Labs Quick Lab pg. 48 &49 Evidence of Learning Differentiation What do you do for students who did not get it? Show students a picture of a forest ecosystem. Have them describe events that would occur after a fire. What do you do for students who master the learning quickly? Have student create a foldable explaining the processes that have caused the biomass (biodiversity) to increase such as location, availability of resources, and human activity. SAISD © 2008-09 – Fourth Grading Period (Week) Interims/TAKS/Benchmarks Biology Interim Question College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life 80. The appearance of plants in burned area is an example of what biological process? None available TAKS Released Question None available Science Biology (A) Evolution by natural selection (B) Succession (C) Mutation (D) Eutrophication (E) Recombination Answer: B Page 8 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: Interactions in an Ecosystem (Food Chains and Food Webs) CURRICULUM OVERVIEW Fourth Grading Period – Week 3& 4 (5 days) Big Idea Unit Rationale An ecosystem is a community where life and the environment work together. They are diverse and always changing. Within an ecosystem, all aspects of the environment (both living things and their non-living settings) interact and affect one another. Studying ecosystems will help us understand the interactions between the environment and living organisms (ecology). The natural world and ourselves. Concepts TEKS TEKS Specificity - Intended Outcome Biology TEKS 12 The student knows that interdependence and interactions occur within an ecosystem. The student is expected to: (E) investigate and explain the interactions in an ecosystem including food. Biology TEKS 13 The student knows the significance of plants in the environment. The student is expected to: (A) evaluate the significance of structural and physiological adaptations of plants to their environments Biology TEKS 9 The student knows metabolic processes and energy transfers that occur in living organisms. (D) analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment. Skills Biology TEKS 1 The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations Biology TEKS 2 The student uses scientific methods during field and laboratory investigations. (A) The student is expected to plan and implement experimental procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology (B) collect data and make measurements with precision (D) communicate valid conclusions. ” I CAN” statements highlighted in yellow should be displayed for students. I can: Investigate and explain the interactions in an ecosystem including food chains, food webs and food pyramids Create a flow chart to illustrate feeding levels in an ecosystem Illustrate the different energy flows through different trophic levels and between organisms and the physical environment Graph a pyramid of numbers (biomass versus the ten percent rule) Demonstrate safety during field and laboratory activities (1A) Design an experiment to test by writing a hypothesis and using the scientific method when given a problem statement. (2A) Collect data by working in groups (2B) Use the scientific method during a field investigation to communicate a valid conclusion (2D) Use critical thinking and problem solving by analyzing scientific information (3A) Use critical thinking and problem solving to research and describe contributions made by scientists to the field of biology. (3F) Biology TEKS 3 The student uses critical thinking and problem solving skills to make informed decisions. (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information (F) research and describe the history of biology and contributions of scientists. Evidence of Learning 1. At least 80% of the time, students will demonstrate on paper or use models to show they can investigate and explain the interactions in an ecosystem including food chains, food webs and food pyramids. 2. At least 80% of the time, students will demonstrate on paper or use models to show they can evaluate the significance of structural and physiological adaptations of plants to their environments. SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Page 9 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: Interactions in an Ecosystem (Food Chains and Food Webs) Week 3 Lesson 1 Food Chains and Webs (5 days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills Why do producers play such an important role in an ecosystem? What is the difference between a food chain and a food web? As you progress through the tropic levels of a pyramid, what happens to the level of biodiversity at each level? Relationships between organisms and the environment occur and interdependence occurs among living systems and interactions occur between matter and energy (6th, 7th and 8th grade science 6.8 A, B, 7.12 A, B, C, D, and 8.10A) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5E Model of Instruction Engage Have students study the figure on p. 348, (Trophic levels of a terrestrial ecosystem) and have them create their own food pyramid from grass to a human. Have the students explain what each trophic level represents and how much energy is transferred between them and give an explanation for the difference in size between trophic levels. (9D,12E) Humans are designed to be omnivores, if a person decides to become a vegetarian have they now been converted to a primary consumer explain why or why not. (9D,12E) So students can… use the writing process with the scientific method and journaling to respond to prompts (2C) Cornell Note Taking (2A, B) analyze where humans fit into the trophic levels. (9D) Explore Show students the following power point, What’s for Dinner (Pond Water Food Web) and have them complete the activity (or one similar) and explain it to a partner. (9D,12E) Have the students read Food Chains and Web --- “What’s for dinner?” and complete the questions. Explain food webs and food chains to a partner (9D, 12E) Explain Show the students the following power point, Energy Flow Through an Ecosystem (Food Chains, Food Webs, Energy Pyramids) and answer the following questions. (9D,12E) Learn and use appropriate vocabulary in discussing the energy flow through an ecosystem (9D, 12E) Marzano’s Six Steps to Effective Vocabulary instruction (9D, 12E) Elaborate Have students complete the Food Chains and Web Elaborate Activity or something similar. This hands on activity helps students understand how an actual food chain or web is an ecosystem that consists of a community of living things interacting with each other and the environment. Furthermore, it shows that most ecosystems derive their energy directly or indirectly from the sun. (9D,12E) Give each student a copy of the handouts Complete the Food Chains and Food Web Worksheets. These activities will help students understand how food chains and food webs function. Evaluate Have students complete the Food Chain Quizzes and Trophic Level Quiz. or something similar Have students select one of the following questions and write about it in detail. Limit it to no more than one page. 1.) Where do all living things get energy from? 2.) What is a producer? 3.) What do the arrows mean? 4.) What is a first order consumer? Give an example of a first order consumer. 5.) What is a second order consumer? Give an example of a second order consumer. 6.) What is a top order Explore how food webs and food chains work (9D, 12E) Perform an activity to comprehend food chains and food webs. (9D, 12E) SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Explore how food webs and food chains work (9D, 12E) Perform an activity to comprehend food chains and food webs. (9D, 12E) Page 10 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. consumer? Give an example of a top order consumer. 7.) What is a food web? 8.) What does a food web tell us about life? Vocabulary Primary productivity Producer Consumer Trophic level Food chain Herbivore Carnivore Omnivore Detritivore Decomposer Food web Energy pyramid biomass Resources Holt Biology Texas Chapter 16 pp. 345-349 Section 16.2 Evidence of Learning Differentiation What do you do for students who did not get it? Have students construct a food web and energy pyramid for the schoolyard. Ask students to identify producers, herbivores, omnivores, carnivores, and detritivores. What species would they expect to find if the area had been a natural park? Interims/TAKS/Benchmarks Biology Interim 3 2008 College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life 25. The base of the food web of the open ocean is provided by (A) phytoplankton (B) zooplankton (C) kelp (D) fish (E) whales What do you do for students who master the learning quickly? Have students to describe in detail his or her dinner last night. Then have the students describe the trophic level of each different food item in the meal. What was the trophic level of each student as he or she ate each item? Answer: A Answer J TAKS April 2003 Exit Level Released Question SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Page 11 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Answer: H SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Page 12 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: TAKS Testing WEEK CURRICULUM OVERVIEW Third Grading Period – Week 4 (5 days) Big Idea Unit Rationale TEKS Specificity - Intended Outcome Concept s TEKS Skills Evidence of Learning SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Page 13 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: TAKS Testing Week CURRICULUM GUIDE Week 4 (5 days) Essential Questions Essential Pre-requisite Skills The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can demonstrate competency 5E Model of Instruction Engage Explore Explain Elaborate Evaluate Vocabulary: Resources Evidence of Learning Differentiation SAISD © 2008-09 – Fourth Grading Period (Week) Interims/TAKS/Benchmarks Science Biology College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life Page 14 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: Interactions in an Ecosystem (Interactions among Organisms, Biomes, and Biogeochemical Cycles) Third Grading Period – Week 5-7 (15 days) CURRICULUM OVERVIEW Big Idea Unit Rationale Biological communities are populations of different species living together and interacting together. The biotic community, along with the physical or abiotic elements of the environment together need certain materials for survival, such a water, carbon, phosphorus, and nitrogen. These elements rotate through the natural systems constantly re-supplying organisms. TEKS TEKS Specificity - Intended Outcome Concepts Biology TEKS 12 The student knows that interdependence and interactions occur within an ecosystem. The student is expected to: (A) analyze the flow of energy through various cycles including the carbon, oxygen, nitrogen, and water cycles. (B) interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutation. (C) compare variations, tolerances, and adaptations of plants and animals in different biomes. (D) identify and illustrate that long-term survival of the species is dependent on a resource base that may be limited; (E) investigate and explain the interactions in an ecosystem including food. Biology TEKS 9 The student knows metabolic processes and energy transfers that occur in living organisms. Biology TEKS 11 The student knows that organisms maintain homeostasis. The student is expected to: (B) investigate and identify how organisms, including humans respond to external stimuli. (D) summarize the role of microorganisms in maintaining and disrupting equilibrium including diseases in plants and animals and decay. Skills Biology TEKS 13 The student knows the significance of plants in the environment. The student is expected to: (A) evaluate the significance of structural and physiological adaptations of plants to their environments. (B) survey and identify methods of reproduction, growth, and development of various types of plants. Biology TEKS 1 The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations Biology TEKS 2 The student uses scientific methods during field and laboratory investigations. (A) The student is expected to plan and implement experimental procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology (B) collect data and make measurements with precision (C) organize, analyze, evaluate, make inferences, and predict trends from data; (D) communicate valid conclusions. SAISD © 2008-09 – Fourth Grading Period (Week) It is very apparent that human actions affect the environment. We must teach the public the importance of our role in the environment if we want to understand and prevent undesirable events from occurring. Science Biology ” I CAN” statements highlighted in yellow should be displayed for students. I can: Investigate and explain the interactions in an ecosystem including food chains, food webs and food pyramids Create a flow chart to illustrate feeding levels in an ecosystem Illustrate the different energy flows through different trophic levels and between organisms and the physical environment Graph a pyramid of numbers (biomass versus the ten percent rule) Interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism Create a graph to show how predator and prey populations control each other Design a visual to illustrate carbon, water, and nitrogen energy cycles Evaluate species diversity Compare/contrast species diversity using a graphic organizers and population pyramids. Research the role of microorganisms in maintaining and disrupting equilibrium in plants and animals Design a visual to illustrate carbon, water, and nitrogen energy cycle Explain how materials necessary for survival, rotate through natural systems, constantly re-supplying organisms Demonstrate safety during field and laboratory activities (1A) Design an experiment to test by writing a hypothesis and using the scientific method when given a problem statement. (2A) Collect data by working in groups (2B) Use the scientific method during a field investigation to communicate a valid conclusion (2D) Use critical thinking and problem solving by analyzing scientific information (3A) Use critical thinking and problem solving to research and describe contributions made by scientists to the field of biology. (3 F) Page 15 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Biology TEKS 3 The student uses critical thinking and problem solving skills to make informed decisions. (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information (F) research and describe the history of biology and contributions of scientists. Evidence of Learning 1. At least 80% of the time, students will be able to interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutation. 2. At least 80% of the time, students will be able to compare variations, tolerances, and adaptations of plants and animals in different biomes. 3. At least 80% of the time, students will be able to analyze the flow of energy through various cycles including the carbon, oxygen, nitrogen, and water cycles. SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Page 16 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: Interactions in an Ecosystem Third Grading Period – Week 5 Lesson 1 Interactions among Organisms (5 days) Essential Questions What are some ways that plants defend themselves from herbivores? Have students explain the different types of symbiotic relationships and give an example of each? What role do natural selection and gene pool play in the creation of symbiotic relationships? CURRICULUM GUIDE Essential Pre-requisite Skills Relationships between organisms and the environment occur and interdependence occurs among living systems and interactions also occur between matter and energy. (6th, 7th and 8th grade science 6.8 C, 7.12 A, B, C, D, and 8.6C) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5E Model of Instruction Engage Writing in their journals, tell students to explain the difference between a predator and a parasite. Also, have them give examples of each. (12E, 13B) Writing in their journals, have students explain two different ways in which organisms compete. (12E, 13B) Explore Tell the students to break up into groups and complete the Data Lab: Predicting How Predation Would Affect a Plant Species (pg. 363) and answer the questions. (2C, 12B, 12E) Have the students complete the lab activity, Peppered Moth Simulation. This activity helps students understand how the importance of coloration in avoiding predation. It will relate environmental change to changes in organisms and explain how natural selection causes populations to change(12B) Explain Have students view the power point, Species Interactions and answer the questions. (12B) Ask the students to think about what roles they play in society. Talk about how they are students, 9th graders, sons or daughters, brothers or sisters, etc. Have them brainstorm on this concept and have class discussion on this. Afterwards, ask what they have to do and how they have to act in those specific roles. (12B) Elaborate Have the students complete the lab activity, Deer: Predation or Starvation. This activity helps students understand how the "balance of nature" functions. It helps explain the relationship between predators and prey that is considered good and necessary. (12B) Have students: collect samples or photographs of organisms in an ecosystem that interact as predators, as parasites, or that exist in a relationship of commensalism or mutualism and have the students interpret the interactions among these organisms in the ecosystem. (12B) Evaluate Show students the Interactions Among Organisms Slide and have them pair up at least 6 predator prey relationships. Also, have the students determine at least 3 slides that show either parasitism, commensalisms, mutualism and symbiosis relationships. (12B) Have students select one of the symbiotic relationships and create a story explaining how relationship works. (12B) SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology So students can… Journal about the difference between a predator and a parasite to explain real world situations. (12E, 13B) Students look at real world examples and determine their impact on the organism, the species and the planet. (12B). Students will create notes in their science journals. (12C) Cornell Note Taking (2A, B) THINK-INK-PAIR-SHARE Reading Process Student will be able to analyze the impacts of how a nonnative species can change an ecosystem. (11D) Demonstrate understanding of key concepts and vocabulary by pairing up a predator prey relationship, (12B) Explore how symbiotic relationships work (12B) Page 17 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Vocabulary: Coevolution Predation Parasitism Symbiosis Mutualism Conmensalism Resources Chapter 17 pp. 361-370 Section 17.1 Section 17.2 Competition Niche biodiversity Lab Manual for Quick Labs, Data Labs, and Math Labs Data Lab pg. 51 &53 Quick Lab pg. 53 Lab Manual for Skills Practice Labs and Exploration Labs Skills Practice Lab pg. 64 Evidence of Learning Differentiation Interims/TAKS/Benchmarks Interim Exam What do you do for students who did not get it? Have students work in groups. Have each group pick a specific community and make posters that illustrate each of the five types of interactions within that community. The pictures could be drawn or cut from magazines. Have students label the interactions and draw arrows between the interacting species. 68. Which of the following does NOT refer primarily to a relationship between members of different species? (A) Mutualism (B) Hibernation (C) Parasitism (D) Commensalism (E) Predation What do you do for students who master the learning quickly? Have each student investigate one of the different types of species interactions. Students should write a report that contains at least five detailed examples of adaptation for the kind of species interaction selected. College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life Answer: B Answer: B TAKS April 2004 10th Grade Released Question 10. An oakworm caterpillar feeds on the leaves of an oak tree. This type of interaction is – F mutualistic G commensalistic H competitive J parasitic Answer: J SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Page 18 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: Interactions in an Ecosystem and Among Organisms Third Grading Period – Week 6 Lesson 2 Biomes (5 days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills How does climate determine what type of species can survive in a certain location? As the winters become warmer what might happen to agriculture? What homeostatic adaptations do marine organisms possess that differ from freshwater organisms? How does xeroscaping help protect limited resources? Relationships between organisms and the environment occur and interdependence occurs among living systems and interactions also occur between matter and energy. (6th, 7th and 8th grade science 6.8 B, C, 6.12 C, 7.12 A, B, C, D, and 8.6C) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… 5E Model of Instruction Engage Have students describe one of the biomes that they have lived in or would like to visit. Make sure to include the different characteristics that make that particular Biome unique. (12E, 13A) Have students explain why communities with many species more productive and more stable than communities with fewer species. (12E, 13A) Explore Have the students complete the Group Activity, Biome Collages on pg. 373 of the teacher’s edition or a similar activity. (12C) or Give each student the handout, Exploring Biomes and have them complete the information. (12C) Explain Have the students watch the power point, Biomes and answer teacher created questions that match the power-point. (12C) Using the Holt Teacher’s Edition textbook, use the wraparound Teaching Tip to explain rainfall, latitude and longitude, biome boundaries and physical and biological characteristics of these biomes from examining photos. (12C) Elaborate Using the Reading Process, have student read TEXAS BIOWatch, Watching Out for Wildlife in the Gulf of Mexico pg. 377. Afterwards, lead the class through a discussion over the reading. (12E) Show students the power point, Temperate Deciduous Biomes. Afterwards, lead the class through a discussion or answer the 3-2-1 Process (12E) Show students the power point, Tundra Taiga Biomes. Afterwards, lead the class through a discussion or answer the 3-2-1 Process (12E) Show students the power point, Tropical Rainforest Biomes. Afterwards, lead the class through a discussion or answer the 3-2-1 Process (12E) Evaluate Have the students create a travel brochure of one of the biomes. Make sure that they include location, climate, animals, vegetation, and tourist attractions. Make sure to tell the students to make their brochure colorful and inviting. (Note: you might want to bring a few travel brochures from different destinations for show and tell.) (12C) SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Journal about a biome and its characteristics that make it unique from the other biomes. (12E, 13A) THINK-INK-PAIR-SHARE Explore biomes while working in cooperative groups. (12C) Reading Process Create a foldable for the different biomes(12C) Cornell Note Taking (2A, B, 8C) Explain what makes each biome different (12C) Use the Reading Process to explain rainfall, latitude and longitude, and biome boundaries (12C) Use the Reading Process to have a class discussion over the wildlife in the Gulf of Mexico (12E) Demonstrate understanding of key concepts and vocabulary by answering the questions (12E) 3-2-1 Process-Students… A. write 3 things they learned or already knew B. write 2 questions C. write 1 paragraph summarizing Create a brochure of one of the biomes (12C) Page 19 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Vocabulary: Climate Biome Littoral zone Limnetic zone Profundal zone plankton Resources Holt Biology Texas See Teacher Resource Pages Chapter 17 pp. 371-378 Section 17.3 Lab Manual for Quick Labs, Data Labs, and Math Labs Data Lab pg. 51 &53 Quick Lab pg. 53 Lab Manual for Skills Practice Labs and Exploration Labs Skills Practice Lab pg. 64 Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life What do you do for students who did not get it? Biology Interim 3 Show students pictures of various biomes. Ask them to identify each and to discuss its physical and biological characteristics, as well as where on the planet such a biome might be found. What do you do for students who master the learning quickly? Have students imagine that a large island has suddenly appeared on the surface of the planet. Have students work together to create climate conditions for the island based on its location on the earth, then predict what biome (s) would be found on the island in the future. Have them discuss some of the species they could expect to find, and how those species might interact. SAISD © 2008-09 – Fourth Grading Period (Week) 46. An ecologically sound reason for conserving tropical rain forests is that they None Available TAKS Released Question Not a tested TEK (A) supply most of the oxygen that humans breathe (B) occupy tour-fifths of Earth’s surface (C) are the major producers of atmospheric nitrogen (D) are crucial to migratory ungulates like bison and wildebeest (E) are an important reservoir of biodiversity Answer: E Science Biology Page 20 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: Interactions in an Ecosystem and Among Organisms Third Grading Period – Week 7 Lesson 3 Biogeochemical Cycles (5 days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills What is a biogeochemical cycle? What role does transpiration play in the water cycle? How do humans impact the natural biogeochemical cycles? How does the nitrogen cycle impact agriculture? Natural events and human activities can alter Earth Systems (6 th, 7th and 8th grade science 6.14 B, C, 7.14 C, 8.12 C and 8.14 C) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… 5E Model of Instruction Engage Have students make a list of anything they have used in the past week that had previously been recycled, or is made of recycled materials. After they have made their lists, have students volunteer items and discuss what the item is recycled from, if known, and the pluses and minuses (if any) of recycling each item (12A) (Bellringer pg. 351 ) Explore Show students The Water Cycle power point and have them answer the questions in the power point. (12A) Show students The Carbon Cycle power point and have them answer the questions in the power point. (12A) Show students The Nitrogen and Phosphorus Cycle power point and have them answer the questions in the power point. (12A) Explain Have the students study the carbon cycle on pg. 352. Afterwards, ask students which part of the carbon cycle has changed dramatically over the past 200 years. (Answer = combustion) Ask them to discuss with a partner ways of how humans can help decrease this situation. Afterwards, write down all the ideas the students came up with on a poster board or chalk board. (12A) Have a class discussion about the Greenhouse Effect. You might want to start it with the example posed on the TE wraparound on pg 352. (12A) Elaborate Using the Reading Process, have students read BIOWatch: Sustainable Agriculture pg. 354 and have them answer the following question: Organic farming is a form of sustainable agriculture that does not use chemical fertilizers or pesticides. Do you think this would lead to bigger profits for farmers? (11D) Design and construct a mini-ecosystem such as a bog, pond, or desert environment that will support different species of plants and animals. Illustrate the flow of energy in the different cycles represented in the mini-ecosystem. (12A) Evaluate It's has been raining all week and your teacher gets this brilliant idea that you should create a poster explaining the water cycle. Her/His first question to you is to think of what causes rainfall and where in the world does all of this rain come from? You are assigned to investigate and create a poster to explain to your classmates about the Water Cycle. A rubric has been included to evaluate the poster. Students may work alone or in pairs. (12A) Have students write a paragraph explaining the role carbon dioxide has in global warming. (12A) SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology By using the writing process with the scientific method and journaling to respond to prompts (2C) Have students describe in their own words how the water cycle works (12A) Have students describe in their own words how the carbon cycle works (12A) Have students describe in their own words how the nitrogen and phosphorus cycles work (12A) Explain the changes of the carbon cycle that have occurred over the past 200 years. (12A) Explore the ideas of how we can help solve the greenhouse effect. (12A) Use the Reading Process to answer questions over sustainable agriculture (11D) Create a mini- ecosystem of different plants and animals to explain the flow of energy. (2A) Define terms using Marzano’s Six Steps to Effective Vocabulary instruction (2C) Explain the role carbon dioxide has in global warming (12A) Explore the nitrogen cycle while solving real life situations (12A) Page 21 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Have students look at the following link about the nitrogen cycle, or make a copy of the sheet and have the students place the items in order. (12A) Vocabulary: biogeochemical cycle ground water transpiration nitrogen fixation Resources Holt Biology Texas See Teacher Resource Pages Chapter 16 pp. 350-354 Section 16.3 Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life What do you do for students who did not get it? Ask students to write a short essay describing what the world would be like without fungi or bacteria. What do you do for students who master the learning quickly? Biology Interim 3 2005 No Question available TAKS Released Question Not a tested TEK Have students select a biogeochemical cycle (except the water cycle). Being specific and writing in essay form, they should explain how humans would be affected if their chosen element did NOT cycle. SAISD © 2008-09 – Fourth Grading Period (Week) 26. Nitrogen fixation is et conversión of atmospheric nitrogen into (A) ammonia (B) protein (C) urea (D) carbon dioxide (E) DNA Answer: A Science Biology Page 22 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: Environmental Conditions and Long Term Survival of the Species Third Grading Period – Week 5 - 7(4 days) CURRICULUM OVERVIEW Big Idea Unit Rationale Environmental problems are serious and can be solved if seriously addressed. Human activities, such as chemical pollution, loss of natural resources and growth of the human population affect the quality of Earth’s environment. Worldwide efforts to reduce pollution are being made but unless everyone gets involved, the solution to the pollution problem will not solved. Skills Concepts TEKS In order to save the Earth, we must teach the public the importance of conservation and the 3R’s, reduce, reuse and recycle. TEKS Specificity - Intended Outcome Biology TEKS 11 The student knows that organisms maintain homeostasis. The student is expected to: (B) investigate and identify how organisms, including humans respond to external stimuli. (C) analyze the importance of nutrition, environmental conditions, and physical exercise on health Biology TEKS 12 The student knows that interdependence and interactions occur within an ecosystem. The student is expected to: (D) identify and illustrate that long-term survival of the species is dependent on a resource base that may be limited; Biology TEKS 2 The student uses scientific methods during field and laboratory investigations. (A) The student is expected to plan and implement experimental procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology (B) collect data and make measurements with precision (C) organize, analyze, evaluate, make inferences, and predict trends from data; (D) communicate valid conclusions. ” I CAN” statements highlighted in yellow should be displayed for students. I can: Analyze how the effects of a disaster on one level of an ecosystem can disrupt other levels Identify and design a pie graph depicting the statistics of environmental conditions Explain the impact and reaction to the environment when abnormal and/or hazardous environmental conditions occur. Design an experiment to test by writing a hypothesis and using the scientific method when given a problem statement. (2A) Collect data by working in groups (2B) Use the scientific method during a field investigation to communicate a valid conclusion (2D) Evidence of Learning 1. Given a description of a plant, (CN) students will be able to identify if it is vascular or nonvascular plant (B) at least 80% accuracy (CR) 2. Given a plant,(CN), the students will be able to identify and state function of identified structures (B) with at least 80%accuracy (CR). SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Page 23 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Subject – Biology Unit of Study: Environmental Conditions and Long Term Survival of the Species Week 8 Lesson 1 Environmental Conditions (4 Days) CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills How does acid rain get produced and what effects does it have on the environment? What is the difference between the greenhouse effect and global warming? How has the rapid increase in the human population impacted the earth? Students can: Natural events and human activities can alter Earth Systems (7th and 8th grade science 7.14 A, B, C and 8.14 A, B, C) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5E Model of Instruction (Note to Teacher: Reserve the Library to give student groups a chance to research activity for their evaluation) Engage Have students read the article, Kelly Air Force Base: San Antonio’s Dumping Ground. Afterwards, have the class complete 3-2-1 Process-Students…A. write 3 things they learned or already knew, B. write 2 questions C. Write 1 paragraph summarizing the article. (11B, 11C, 12D) Ask students to write in their journals why the human population has been able to grow beyond what the natural environment would normally support. (answer found on wraparound on pg. 394 Humans and Carrying Capacity) (12D) Explore Display pictures of different forms of environmental pollution, such as water pollution, air pollution, and solid waste. Have students bring old magazines or provide the students with old magazines and have them cut out examples of pollution. Afterwards, tell the students to identify the causes and effects of each type of pollution. (11B, 11C, 12D) Have students complete the Quick Lab: Modeling the Greenhouse Effect (pg. 389). Afterwards, have the students answer the questions to analysis. (2A, 2B, 2C, 2D, 11C) Explain Lead your students through a class discussion about why they think acid rain has long-term effects. Explain that the United States, Canada, and many European nations have reduced sulfur emissions in recent years, but that the lakes and forests damaged by acid rain have not recovered as quickly as hoped. (Motivate Discussion/Question) pg. 386 (11C) Elaborate Use the Reading Process and Textbook, p. 397, BIOWatch: Linking Pollution and Disease. Afterwards, lead the class through a discussion about what factors might “trigger” the onset of the disease. Furthermore, have students brainstorm other disorders that might be caused or aggravated by pollution. (11C) Research, develop, and perform a project that promotes others to conserve and recycle substances and monitor how their efforts have changed students in the school. Write public service announcements for teenagers explaining the importance of conserving and recycling products in their daily lives. (11C) Evaluate Have students work in groups of 3 or 4 to research local environmental issues and have them create a visual representation of a real world problem and what measures were taken to resolve the situation. (Topics may include: soil contamination, asbestos, aluminum pollution, water pollution, burning, salmonella, etc…) (11C) SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology So students can… Use the Reading Process to summarize in their journals the real world environmental issue. (11B, 11C, 12D) By working in groups to collect data and communicate conclusions. (11C) Have students describe in their journals how human population has grown dramatically and how this has affected our daily lives. (12D) Explore different types of pollution while working in cooperative groups. (11B, 11C, 12D) Explain to a partner the greenhouse effect (2A, 2B, 2C, 2D, 11C) Discuss acid rain and its long term effects. (11C) Cornell Note Taking (2A, B) Reading Process THINK-INK-PAIR-SHARE Cornell Note Taking (2A, B) Demonstrate understanding of key concepts and vocabulary (11C) Work in groups to create a visual representation of a real situation (11C) Page 24 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Vocabulary: acid rain chlorofluorocarbon global warming greenhouse effect biological magnification aquifer Resources Holt Biology Texas See Teacher Resource Pages Chapter 18 pp. 385-400 Section 18.1 Section 18.2 Section 18.3 Lab Manual for Quick Labs, Data Labs, and Math Labs Quick Lab pg. 56 Lab Manual for Skills Practice Labs and Exploration Labs Skills Practice Lab pg. 67 Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life What do you do for students who did not get it? Biology Interim 3 2008 Have students write an essay about which environmental concern will have the greatest impact on their community in the next decade. In their essays, students should justify their choice. (Alternative Assessment pg 395) 24. The base of the food web of the open ocean is provided by (A) oscillating (B) declining (C) fluctuating near equilibrium (D) growing arithmetically (E) growing exponentially What do you do for students who master the learning quickly? Answer: E Ask students to write a short essay on ecosystem interdependence and to hypothesize how damage to one ecosystem can affect other ecosystems. (12E) Answer: F TAKS Spring 2004 Exit Level Released Question Answer: F SAISD © 2008-09 – Fourth Grading Period (Week) Science Biology Page 25 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
