Download Bacteria - Central Dauphin School District

Central Dauphin School District
Curriculum Unit Map
Unit 2 - Bacteria
Subject:
Grade Level:
Topic:
Priority PA Core Standards:
 CC.3.6.9-10.H: Draw evidence from informational texts to support analysis, reflection, and research.
 CC.3.5.9-10.B Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or
concept; provide an accurate summary of the text.
 CC.3.5.9-10.C Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks,
attending to special cases or exceptions defined in the text.
 CC.3.5.9-10.D Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 9–12 texts and topics.
 CC.3.5.9-10.E Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction
force, energy).
PA Academic Standards (if applicable):
3.1.B.A1 Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms.
3.1.B.A5 Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal, protein synthesis, movement, etc.)
3.1.12.A5 Analyze how structure is related to function at all levels of biological organization from molecules to organisms.
KEY LEARNING:
Bacteria are the most numerous organisms on
Earth as well as the most ancient and contribute to
our human society.
UNIT ESSENTIAL QUESTION:
What is the ecological and evolutionary importance
of bacteria?
Texts/Resources/Materials:
CK12 Flexbook
Biology Textbook
Microscope Work: prepared slides
Live culture: Bean infusion
Bacteria Survey lab
Lab exam
CONCEPT:
Bacterial Evolution & Classification
Lesson Essential Questions:
CONCEPT:
Bacterial Structure and Function
Lesson Essential Questions:
CONCEPT:
Bacteria in the Environment
Lesson Essential Questions:
What characteristics and criteria are
used to classify bacteria?
How do bacteria carry out the
processes necessary for life in one
small, simple cell?
What positive and negative roles do
bacteria play in the environment?
CONCEPT:
Lesson Essential Questions:
Academic Specific:
(examples: analyze, trace, identify)
Trace, explain, identify, organize, ask, communicate, analyze, interpret,
evaluate, construct, design
Vocabulary
Domain (Content) Specific:
(examples: drama, characterization, theme)
Concept 1:
o bacillus
o chemoautotroph
o coccus
o eutrophication
o Gram-negative
o Gram-positive
o peptidoglycan
o spirillum
Concept 2:
o capsule
o conjugation
o endospore
o facultative anaerobe
o obligate aerobe
o obligate anaerobe
o photoautotroph
o pilus
o saprophyte
o thermophilic
o transduction
o transformation
Concept 3:
o antibiotic
o endotoxin
o exotoxin
o pathology
KUD’s (know—understand—do)
RR Framework
Concepts—nouns:
(What do students need to
know/understand?)
Skills—verbs:
(What do students need to be able to do? In which quadrant do the skills belong?)
*see page 19 of SAP Learning Environment guide*
1. Archaebacteria
2. Eubacteria
3. Pathology
4. Bacteria Structures
Analyze
Categorize
Classify
Compare
Contrast
Conclude
Differentiate
Examine
Explain
Express
Infer
Justify
Summarize
5. Bacterial Classification/Evolution
C D
A B
Describe
Define
Identify
List
Recall
Record
Locate
Select
Unit Assessment Plan
Common Summative Activities/Performance Tasks/Assessments (from assessment bank):
Bacteria Project – Bacteria Presentations and Models
Argue
Create
Design
Develop
Discover
Formulate
Plan
Predict
Propose
Interpret
Measure
Produce
Solve