Download COURSE TITLE - Hazlet Township Public Schools

Hazlet Township Public Schools
COURSE OF STUDY
FOR
Lab Biology
Month year (June 2016)
Jason Karpinski
COURSE TITLE:
GRADE(S):
UNIT NUMBER AND TITLE: Unit: 1: Themes Biology; The Scientific Method and Characteristics of Life
BRIEF SUMMARY OF UNIT: This is an introductory unit to Biology. The unit defines sciences, introduces the goals of science, and outlines scientific
methodology. The second section of the unit focuses on the scientific method, defines scientific theory and explains how science is used in society. The third and
last section of this unit lists the characteristics of life and introduces the variety of tools and fields that study life from the level of molecules to the whole planet.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other
elements to form amino acids and/or other large carbon-based molecules.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the
bonds in new compounds are formed resulting in a net transfer of energy.
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
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How does a scientist solve problems?
What is the scope and meaning of
Biology?
Why is safety essential for successful
laboratory investigation?
Why is a controlled experiment essential
in obtaining significant results in a
scientific investigation?
Why is it necessary for all scientists to use
a common system of measurement?
How does scientific knowledge advance
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 The goals of science.
 The parts of scientific methodology.
 The design of a controlled experiment.
 Essential terminology in the unit.
 The characteristics of living things.
 The big ideas of Biology.
B: STUDENTS WILL UNDERSTAND THAT:
 The goals of science are to give explanations
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
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COURSE TITLE:
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and build upon previous discoveries using
the scientific method of problem solving?
Why is it important to use reasoning and
logic when interpreting facts?
GRADE(S):
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GUIDING QUESTIONS:
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What are the branches of Biology?
What is a scientist?
How do scientists investigate questions
and solve problems?
Why do scientists classify organisms?
What are strategies used to perform good
science experiments?
How is science different from other forms
of knowledge?
How has science changed over time?
What is necessary to determine that
something is alive?
What are organic compounds and what are
they composed of?
What is a chemical reaction and how does
a catalyst affect it?
How do waters' properties support life on
Earth?
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for natural events, to understand patterns,
and to make predictions.
Scientific Methodology involves observing
and asking questions, making inferences and
forming hypotheses, doing controlled
experiments, collecting and analyzing data,
and drawing conclusions.
Living things are made up of basic units
called cells and are based on a universal
genetic code.
All living things obtain and use materials
and energy, grow and develop, reproduce,
respond to their environment, maintain a
stable internal environment, and change over
time.
Biology is made up of many overlapping
fields that use different tools to study life
from the level of molecules to the whole
planet.
C: STUDENTS WILL BE ABLE TO:
 Explain the goals of science.
 Define and apply hypotheses.
 Describe how scientists test hypotheses
 Explain how a scientific theory develops
 Explain what a scientific theory is.
 Design and conduct appropriate types of
scientific investigations to answer different
questions.
 Identify independent and dependent
variables, including those that are kept
constant and those used as controls.
 Use appropriate tools and techniques to
make observations and gather data.
 Assess the reliability of the data that was
generated in the investigation.
 List the characteristics of living things.
 Describe the characteristics of living
things.
 Explain how life can be studied at
different levels.
 Compare and contrast light and electron
extend thinking or guide investigations
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SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence

SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
 Test at the end of the unit
 Free response practice
 Logical, defendable, complete
answers to the essential questions.
 Logical short answer to explain
the enduring understanding question.
 Unit project
 Written laboratory reports
 Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems
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COURSE TITLE:
GRADE(S):
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microscopes.
Describe and apply lab techniques.
Explain why it is important to work safely
in biology
Discuss the importance of a universal
system of measurement.
Review atomic structure, elements,
compounds, water and the basic elements
of life: C, H, O, N, P and S.
Describe the functions of each organic
compound, solutions, and solute.
Explain how chemical reactions affect
chemical bonds in compounds.
Describe how energy changes affect how
easily a chemical reaction will occur.
Describe enzyme activity (lock and key).
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Student generated concept maps on
periodic division of unit content
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Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential questions and connect to learning throughout the unit.
 Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
 Student completion of essential vocabulary.
 Teacher/Student presentation of scientific concepts.
 Teacher/Student demonstration of scientific concepts.
 Discussion of scientific topics as they pertain to current world events.
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site
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COURSE TITLE:
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Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests
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Gummy bear and Equipment Identification Lab
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Jelly Down Demo
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Jerrells IPOD Lab
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pH Lab
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Liver Enzymes Lab
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Scientific Method Inquiry Labs

Molecular Model Inquiry Labs
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Slime Inquiry Lab-PVA-Cross Linkage
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Online Homework-University of Texas/Austin Database: https://quest.cns.utexas.edu/

Case Studies: The National Center for Case Study Teaching in Science: http://sciencecases.lib.buffalo.edu/cs/

POGIL: Process Oriented Guided Inquiry Learning: https://pogil.org/
GRADE(S):
UNIT NUMBER AND TITLE: 2: Cellular Biology, Energy Dynamics and Division
BRIEF SUMMARY OF UNIT: This unit covers all the aspects of cellular structure and function. The first section outlines how cell structures are adapted to
their functions. The following section covers photosynthesis and how plants and other organisms capture energy from the sun. The next section defines cellular
respiration and fermentation or how organisms obtain energy. The last and final section explains cell growth and division or how cells produce new cells.
SUGGESTED TIMELINE: 8 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other
elements to form amino acids and/or other large carbon-based molecules.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
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COURSE TITLE:
GRADE(S):
of life through systems of specialized cells.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the
bonds in new compounds are formed resulting in a net transfer of energy.
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the
bonds in new compounds are formed resulting in a net transfer of energy.
HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere,
hydrosphere, and geosphere.
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents
to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2)
viable errors occurring during replication, and/or (3) mutations caused by environmental factors
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
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What is the smallest possible unit that
exhibits all of the characteristics of life?
How do cells carry out basic life
functions?
How does a cell replicate itself to create
new cells?
How do cells maintain the balance of life?
How does energy transform from the
primary source through producers to
consumers?
What is the function of ATP?
How do cells reproduce?
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 Essential terminology in the unit.
 The cell theory.
 How to operate a standard light microscope.
 The differences between prokaryotic cells
and eukaryotic cells.
 The roles of various cell organelles.
 How individual cells maintain homeostasis.
 How ATP is useful to cells.
 The role that pigments play in the process
of photosynthesis.
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
extend thinking or guide investigations
5
COURSE TITLE:
GUIDING QUESTIONS:
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How are cell structures adapted to their
functions?
How do plants and other organisms
capture energy from the sun?
How do organisms obtain energy?
How does a cell produce a new cell?
What occurs during each phase of the cell
cycle?
How do cells produce new, identical cells?
How do organisms produce gametes for
sexual reproduction?
How are Mitosis and Meiosis similar and
different?
What are the end products of Mitosis and
Meiosis?
GRADE(S):
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Factors that affect photosynthesis.
Where organisms get energy.
Difference between photosynthesis and
cellular respiration.
Organisms can generate energy when
oxygen is not available.
Asexual vs. Sexual reproduction
The function of chromosomes in cell
division.
The main events of the cell cycle.
Events that occur during each phase of
mitosis.
The differences between normal cells and
cancer cells.
Cells become specialized for different
functions.
Benefits and issues associated with stem
cell research.
B: STUDENTS WILL UNDERSTAND THAT:
 All living things are made of cells. Cells
are the basic units of structure and
function in living things.
 New cells come from existing cells.
 Most microscopes use lenses to magnify
the image of an object by focusing light or
electrons.
 Prokaryotic cells do not have a nucleus.
 In Eukaryotic cells the nucleus holds the
cell’s genetic material.
 Cells are made up of various organelles
which all function together to maintain
homeostasis of the cell.
 To maintain homeostasis, single celled
organisms grow, respond to the
environment, get and use energy, and
reproduce.
 ATP can easily release and store energy by
breaking and reforming bonds.
 During photosynthesis, plants change the
energy of sunlight into chemical energy
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SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence

SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
 Test at the end of the unit
 Free response practice
 Logical, defendable, complete
answers to the essential questions.
 Logical short answer to explain
the enduring understanding question.
 Unit project
 Written laboratory reports
 Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
6
COURSE TITLE:
GRADE(S):
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stored in the bonds of carbohydrates,
Three important factors that affect
photosynthesis are temperature, light
intensity, and the availability of water.
Cellular respiration is the process that
releases energy from food when oxygen is
present.
When oxygen is not present, fermentation
releases energy from food molecules by
making ATP.
Organisms produced by asexual
reproduction are genetically the same as
the single cell that produced them.
Organisms produced by sexual
reproduction grow from a single cell that
contains genetic information from two
parents.
Chromosomes are made up of DNA that
carries a cell’s genetic information.
Mitosis is divided into four phases in
which replicated chromosomes and a cell’s
nucleus divide equally.
Stem cells have the ability to differentiate
into other types of cells.
Stem cell research may offer many medical
benefits, but it also raises ethical concerns.
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
C: STUDENTS WILL BE ABLE TO:
 Explain the cell theory.
 Identify cell structures and state their
structure and function.
 Compare and contrast prokaryotes and
eukaryotes.
 Describe the main function of the cell
wall.
 Describe the function of the cell nucleus.
 Identify the main roles of the cytoskeleton.
 Describe the functions of the major cell
organelles.
 Identify the main functions of the cell
membrane, homeostasis and equilibrium.
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COURSE TITLE:
GRADE(S):
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Describe what happens during diffusion.
Explain the processes of osmosis,
facilitated diffusion and active transport.
Describe cell specialization.
Identify the organization levels in
multicellular organisms.
Explain the problems that growth causes
for cells.
Describe how cell division solves the
problems of cell growth.
Name the main events of the cell cycle.
Describe what happens during the phases
of mitosis.
Identify factors that can stop cells from
growing.
Describe how the cell cycle is regulated.
Explain how can cells are different from
normal cells.
Explain where plants get the energy they
need to produce food.
Describe the role of ATP in cellular
activities.
State the overall equation for
photosynthesis.
Describe the role of light and chlorophyll
in photosynthesis.
Describe the structure and function of a
chloroplast.
Describe what happens in the lightdependent reactions of photosynthesis.
Explain the Calvin Cycle.
Identify factors that affect the rate at
which photosynthesis occurs
Explain the role of stomata
Explain cellular respiration.
Describe what happens during the process
of glycolysis.
Name two main types of fermentation.
Describe what happens during the
Krebs cycle.
Explain how high-energy electrons are
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COURSE TITLE:
GRADE(S):
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used by the electron transport chain.
Identify three pathways the body uses to
release energy during exercise.
Compare and contrast respiration and
photosynthesis.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential questions and connect to learning throughout the unit.
 Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
 Student completion of essential vocabulary.
 Teacher/Student presentation of scientific concepts.
 Teacher/Student demonstration of scientific concepts.
 Discussion of scientific topics as they pertain to current world events.
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site

Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

Molecular Model Inquiry Labs

Build-A-Membrane: http://learn.genetics.utah.edu
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Organic molecules in foods lab
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Microscope: Cell Structure, Function, Size Lab
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Microscope/Slide Mounting Investigations
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Mystery Cell: Distinguishing Plant vs. Animal Cell Lab
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The Dynamic Cell Membrane Cooperative Learning Activity
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Cell Surface Area & Volume: Agar Cubes Simulation
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COURSE TITLE:
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Stem Cell Research Project
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Cellular Organelle Election: Collaborative Group Project
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Osmosis Jones
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Chicken Lab
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Diffusion Egg Lab
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Specialization Lab
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Chromatography Lab
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Breathing Mini-Lab
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Respiration-Photosynthesis Mapping
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Respiration-Photosynthesis Foldables
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Energy Nut Lab
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Chromatography Lab
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Measuring Cellular Respiration: Respirometer Lab
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Measuring Photosynthesis Floating Disk Assay
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ATP Model
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Mitosis & Meiosis Lab: Investigate the phases of cell division in onion root tip and whitefish blastula cells.
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Karyotype Analysis: Analysis of karyotypes to determine gender and identify genetic disorders.
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Mitosis & Meiosis Foldables
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Cancer Research Project
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Online Homework-University of Texas/Austin Database: https://quest.cns.utexas.edu/

Case Studies: The National Center for Case Study Teaching in Science: http://sciencecases.lib.buffalo.edu/cs/

POGIL: Process Oriented Guided Inquiry Learning: https://pogil.org/
GRADE(S):
10
COURSE TITLE:
GRADE(S):
UNIT NUMBER AND TITLE: 3: The Genetic Basis of Life
BRIEF SUMMARY OF UNIT: This unit covers all the aspects of genetics. The first section outlines how cellular information passes from one generation to
another. The following section covers the structure of DNA and how it functions in genetic inheritance. The next section defines how information flows from the
cell nucleus to direct the synthesis of proteins in the cytoplasm. The final two sections explain how we can use genetics to study human inheritance and how and
why scientists manipulate DNA in living cells.
SUGGESTED TIMELINE: 6 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents
to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2)
viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion
to organisms lacking this trait. [
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase
in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4)
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COURSE TITLE:
GRADE(S):
the proliferation of those organisms that are better able to survive and reproduce in the environment.
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some
species, (2) the emergence of new species over time, and (3) the extinction of other species.
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
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How is genetic information passed through
generations?
How does a mutation affect an organism?
How are genes related to traits?
How do cells produce proteins?
How is DNA replicated?
How are traits inherited?
What determines which genes are
expressed?
What are genetic disorders and how are
they caused?
GUIDING QUESTIONS:
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How does cellular information pass from
one generation to another?
What is the structure of DNA, and how
does it function in genetic inheritance?
How does information flow from the cell
nucleus to direct the synthesis of proteins
in the cytoplasm?
How can we use genetics to study human
inheritance?
How and why do scientists manipulate
DNA in living cells?
What is the structure of DNA?
How do the nitrogenous bases pair?
What is a gene and what does it do?
What occurs during transcription and
translation?
What happens in a monohybrid/dihybrid
cross?
How are genotype and phenotype related?
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 Essential terminology in the unit.
 Where an organisms gets its unique
characteristics.
 How different forms of a gene are passed
on to offspring.
 That we use probability to predict traits.
 Mendel was the founding father of genetics.
 The environment has a role in how genes
determine traits.
 The phases of meiosis.
 The differences between meiosis and
mitosis.
 The role of DNA in heredity.
 What the double helix model states about
DNA.
 How RNA differs from DNA.
 What the genetic code is and how it is read.
 How mutations affect genes.
 The patterns of inheritance that human
traits follow.
 How pedigrees can be used to analyze
human inheritance.
 Techniques used to study human DNA.
 What are the different types of
biotechnology?
B: STUDENTS WILL UNDERSTAND THAT:
 An individual’s unique characteristics are
determined by factors that are passed from
parent to offspring.
 When gametes are made, the alleles for
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
extend thinking or guide investigations

SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence

SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
12
COURSE TITLE:


What are some types of genetic disorders
and how are they passed on?
What is a mutation and how is it caused?
GRADE(S):
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each trait separate from each other.
Punnett squares use probability to predict
combinations of alleles in a genetic cross.
Mendel’s principles of heredity form the
basis of modern genetics.
Traits can be controlled by incomplete
dominant alleles, codominant alleles, more
than two possible alleles, and several
genes.
Environmental conditions can affect gene
expression and influence genetically
determined traits.
Meiosis is a process if cell division that
results in gametes that have half the
number of chromosomes that other body
cells have.
The DNA that makes up genes must be
capable of storing, copying, and
transmitting the genetic information in a
cell.
The double helix model explains how the
two strands of DNA are held together.
There are three main differences between
RNA and DNA.
The genetic code is a code for making
proteins and is read three letters at a time.
Mutations are changes in genetic
information that can be inherited.
The effects of mutations on genes can vary
widely from no effect and beneficial
variations, to negative variations.
real time data
Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
 Test at the end of the unit
 Free response practice
 Logical, defendable, complete
answers to the essential questions.
 Logical short answer to explain
the enduring understanding question.
 Unit project
 Written laboratory reports
 Presentation of laboratory experiments


Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
C: STUDENTS WILL BE ABLE TO:
 Describe how Mendel studied inheritance
in pea plants.
 Summarize Mendel's conclusion about
inheritance.
 Explain the principle of dominance.
 Describe what happens during segregation.
 Explain how geneticists use the principle
of probability
 Describe how geneticists use Punnett
13
COURSE TITLE:
GRADE(S):
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squares.
Explain the principle of independent
assortment.
Describe the other inheritance patterns that
exist beside general dominance.
Explain how Mendel's principles apply to
organisms.
Identify the structures that actually assort
independently.
Explain how gene maps are produced.
Summarize the relationships between
DNA and genes.
Describe the overall structure of the
DNA molecule.
Summarize the events of DNA replication.
Relate the DNA molecule to the
chromosome structure.
Tell how DNA differs from RNA.
Name three main types of RNA.
Describe transcription and the editing of
RNA.
Identify the genetic code.
Summarize translation.
Explain the relationship between genes
and proteins.
Describe a typical gene.
Identify the types of human chromosomes
in a eukaryote.
Explain how sex is determined.
Explain how pedigrees are used to study
human traits.
Describe examples of the inheritance of
human traits.
Explain how small changes in DNA cause
genetic disorders.
Identify characteristics of human
chromosomes.
Describe some sex-linked disorders and
explain why they are more common in
males than in females.
Explain the process of X-inactivation.
14
COURSE TITLE:
GRADE(S):
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Summarize nondisjunction and the
problems it causes.
Summarize methods of human DNA
analysis.
State the goals of the human genome
project.
Describe how researchers are attempting
to cure genetic disorders.
Describe genetic engineering.
Describe artificial selection and artificial
mutation.
The information learned from pedigrees
helps determine the nature of genes and
alleles associated with inherited human
traits.
Scientists use tools that cut, separate, and
then replicate DNA base by base.
Breeders can increase the genetic variation
in a population by introducing mutations.
Transgenic organisms can be produced by
the insertion of recombinant DNA into the
genome of a host organism.
Just because we have the technology to
modify an organism’s characteristics, are
we justified in doing so?
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:












Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
Student completion of essential vocabulary.
Teacher/Student presentation of scientific concepts.
Teacher/Student demonstration of scientific concepts.
Discussion of scientific topics as they pertain to current world events.
Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
Inquiry based learning activities that promote collaboration and critical thinking.
Students will complete labs to reinforce scientific concepts presented in the unit.
Students will utilize technology to research current world events that relate to the unit.
Students will summarize assigned readings that will be graded using established rubrics for comprehension.
Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
15
COURSE TITLE:
GRADE(S):
Resources:
 Current textbook and ancillary materials

Google Classroom Site

Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

History of Genetics Timeline Activity

Human Facial Traits Lab

Genetic Traits: PTC Lab: Hardy-Weinberg Frequencies

Karyotype Analysis Lab

Solve genetic problems and apply mathematic operations

Design a transgenic organism

DNA Murder Mystery Activity

Mitosis yarn and Angiogenesis

Traits bingo

Beaker babies lab

Probability Lab

Penny Lab

Nicotine Pedigree

Blood Typing

Primate Lab

Innocence Project

Bacterial Resistance Lab

Transcription-Translation-Mapping

Transcription-Translation Foldables

DNA Model

DNA, RNA, Protein Comparative Relationships Lab

Gel Electrophoresis Simulation

PCR Simulation
16
COURSE TITLE:

Restriction Plasmid Simulation

DNA History Timeline: http://www.dnai.org/timeline/

Online Homework-University of Texas/Austin Database: https://quest.cns.utexas.edu/

Case Studies: The National Center for Case Study Teaching in Science: http://sciencecases.lib.buffalo.edu/cs/

POGIL: Process Oriented Guided Inquiry Learning: https://pogil.org/
GRADE(S):
UNIT NUMBER AND TITLE: 4: Evolution and Phylogeny
BRIEF SUMMARY OF UNIT: This unit covers all the aspects of Evolution. The first section defines natural selection. The following section covers how
populations evolve to form new species. The next section defines taxonomy and the goals of biologists who classify living things. The final section explains how
fossils and molecular data help biologists understand the history of life on Earth and reveal their relationships.
SUGGESTED TIMELINE: 6 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents
to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2)
viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion
to organisms lacking this trait.
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase
17
COURSE TITLE:
GRADE(S):
in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4)
the proliferation of those organisms that are better able to survive and reproduce in the environment.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase
in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4)
the proliferation of those organisms that are better able to survive and reproduce in the environment.
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some
species, (2) the emergence of new species over time, and (3) the extinction of other species .
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
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
How is Natural Selection related to
evolution?
What is the difference between early and
modern theories of evolution?
How are unique organisms formed?
How does evolution lead to biodiversity?
How do scientists discover and classify
uniqueness?
GUIDING QUESTIONS:
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
What is natural selection?
How can populations evolve to form new
species?
What is the goal of biologists who classify
living things?
How do fossils help biologists understand
the history of the life on Earth?
What is Natural Selection and how does it
work?
How have the theories of evolution
changed over time?
What proof exists to support the Theory of
evolution?
How can we tell the difference between
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 Essential terminology in the unit.
 Charles Darwin’s contribution to science.
 The conclusions drawn by Hutton and
Lyell about Earth’s history.
 Lamarck’s hypothesis of evolution.
 Malthus’s view of population growth.
 The role of inherited variation in artificial
selection.
 The conditions under which natural
selection occurs.
 The principle of common descent.
 How geologic distribution of species
relates to their evolutionary history.
 How fossils and the fossil record
document the descent of modern species
from ancient ancestors.
 What homologous structures and
embryology suggest about the process of
evolutionary change.
 How molecular evidence can be used to
trace the process of evolutionary change.
 Evolution in genetic terms.
 The main sources of genetic variation in a
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
extend thinking or guide investigations

SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence

SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
18
COURSE TITLE:
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convergent and divergent evolution?
How does genetic drift, founder effect and
population bottle-neck affect the evolution
of a species?
GRADE(S):
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population.
The types of isolation that can lead to the
formation of new species.
The current hypothesis about Galapagos
finch speciation.
The goals of binomial nomenclature and
systematics.
The taxa in the classification system
devised by Linnaeus.
The six kingdoms of life as they are
currently identified.
What the tree of life represents.
What information fossils can reveal about
ancient life.
Some of the hypotheses about early Earth.
B: STUDENTS WILL UNDERSTAND THAT:
 Darwin developed a theory of evolution
that explains how organisms evolved over
long periods of time from common
ancestors.
 Hutton and Lyell concluded that the Earth
is extremely old.
 Lamarck suggested that individual
organisms could change during their
lifetime by using or not using different
parts of their bodies. He also suggested
that individuals could pass these acquired
traits onto their offspring. This would
cause species to change over time.
 Malthus reasoned that if the human
population were to grow without control,
there would not be enough space and food
for everyone to live.
 In artificial selection, nature provides the
variation of traits. Humans select the traits
they find useful.
 Natural selection occurs whenever more
individuals are born than can survive,
there is heritable variation, and some
individuals have higher fitness than others.
 Many recently discovered fossils form
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Lab content
Collaboration
Organization
Logical approach to problem
Solving
Critical thinking skills
Verbalization of information
Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
 Test at the end of the unit
 Free response practice
 Logical, defendable, complete
answers to the essential questions.
 Logical short answer to explain
the enduring understanding question.
 Unit project
 Written laboratory reports
 Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
19
COURSE TITLE:
GRADE(S):
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series that trace the evolution of modern
species from extinct ancestors.
Homologous structures and patterns of
embryo development provide evidence
that species have descended, with
modification, from a common ancestors.
Evolution is change in the frequency of
alleles in a population over time.
The Hardy Weinberg principle predicts
that five conditions can cause evolution to
take place: nonrandom mating, small
population size, movement into or out of a
population, mutations, and natural
selection.
In binomial nomenclature each species is
given a two part name.
The goal of evolutionary classification is
to group species into larger categories that
reflect lines of evolutionary descent, rather
than overall similarities and differences.
The six kingdom system of classification
includes the kingdoms Eubacteria,
Archaebacteria, Protista, Fungi, Plantae,
and Animalia.
C: STUDENTS WILL BE ABLE TO:
 Describe the pattern Darwin observed
among organisms of the Galapagos
Islands.
 State how Hutton and Lyell described
geological change.
 Identify how Lamarck thought species
evolved.
 Describe Malthus's theory of population
growth.
 List the events leading to Darwin’s
publication of "On the Origin of Species".
 Describe how natural variation is used in
artificial selection.
 Explain how natural selection is related to
species' fitness.
 Identify evidence Darwin used to present
20
COURSE TITLE:
GRADE(S):
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his case for evolution.
State Darwin's theory of evolution by
natural selection.
Explain a gene pool.
Identify the main sources of inheritable
variation in a population.
State what determines how a phenotype is
expressed.
Explain how natural selection affects
single gene and polygenic traits.
Describe genetic drift
List the five conditions needed to maintain
genetic equilibrium.
Identify the conditions necessary for new
species to evolve.
Describe the process of speciation in the
Galapagos finches.
Describe how the conditions on early
Earth were different from conditions
today.
Explain what Miller and Urey's
experiments showed.
State the hypotheses that have been
proposed for how life first arose on Earth.
Identify some of the main evolutionary
steps in the early evolution of life.
Identify patterns of macroevolution
Explain how living things are organized
for study and how this can change.
Describe binomial nomenclature.
Explain Linnaeus's system of
classification.
Explain how evolutionary relationships are
important to evolution.
Identify the principles behind cladistic
analysis.
Explain how we can compare very
dissimilar organisms using DNA, amino
acid, sequences, etc.
Name the 6 kingdoms of life as they are
now described.
21
COURSE TITLE:
GRADE(S):

Describe the 3 domain system of
classification.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential questions and connect to learning throughout the unit.
 Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
 Student completion of essential vocabulary.
 Teacher/Student presentation of scientific concepts.
 Teacher/Student demonstration of scientific concepts.
 Discussion of scientific topics as they pertain to current world events.
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site

Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

Charles Darwin Journal & Mapping Project: Peer Review

Comparing Amino Acid Sequences in Vertebrates Lab

Phylogeny Analysis Lab

Natural Selection Simulation Lab

Comparing Adaptations of Birds Activity
22
COURSE TITLE:

Inquiry Activity: Do lima beans show variation?

Inquiry Activity: Does sexual reproduction change genotype ratios?

Can the Environment Affect Survival Mini Lab

Creating an Imaginary Invertebrate Learning Activity

Hominid Phylogeny

Hardy Weinberg Simulation Lab: Butterfly (Bead Frequencies)

Natural Selection Peppered Moth Simulation

Darwin Case Study

Rat Islands

Shark Classification

Dinosaur Quarterly

Online Homework-University of Texas/Austin Database: https://quest.cns.utexas.edu/

Case Studies: The National Center for Case Study Teaching in Science: http://sciencecases.lib.buffalo.edu/cs/

POGIL: Process Oriented Guided Inquiry Learning: https://pogil.org/
GRADE(S):
UNIT NUMBER AND TITLE: 5: Microorganisms-Viruses, Bacteria, and Diseases
BRIEF SUMMARY OF UNIT: This unit covers all the aspects of viruses, bacteria and disease. This unit defines what a microbe is and explains that microbes
can be living and nonliving. Students will be able to identify prokaryotes and eukaryotes, as wells as compare and contrast viruses and bacteria and how they
affect the homeostasis of the body causing disease. .
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells.
23
COURSE TITLE:
GRADE(S):
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents
to offspring.
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase
in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4)
the proliferation of those organisms that are better able to survive and reproduce in the environment.
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some
species, (2) the emergence of new species over time, and (3) the extinction of other species.
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in
ecosystems of different scales.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other
elements to form amino acids and/or other large carbon-based molecules.
HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different
scales.
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:




What causes disease?
How do our bodies defend us from
pathogens?
How can diseases be treated and
prevented?
How do microbes affect the homeostasis
of living organisms?
GUIDING QUESTIONS:





Are all microbes that make us sick made
of living cells?
What are some different types of
pathogens?
What is the difference between specific
and non-specific defenses?
How do vaccines work?
What are antibiotics and how do they
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 Essential terminology in the unit.
 How viruses reproduce.
 How viruses cause infection.
 Prokaryotes vary in structure and function.
 The role of bacteria in the living world.
 How bacteria cause disease.
 How viruses cause disease.
 Emerging diseases and why emerging
diseases are a threat to human health.
 What a protist is and how protists are
related to other eukaryotes.
 The various methods of protist locomotion.
 How protists reproduce and obtain food.
 The characteristics of fungi.
 How fungi affect homeostasis.
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
extend thinking or guide investigations

SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence

SP-6:Work with scientific explanations
24
COURSE TITLE:


work?
What is HIV (AIDS) and how is it
transmitted?
How do protists and fungi affect the
homeostasis of other organisms and
ecosystems?
GRADE(S):
B: STUDENTS WILL UNDERSTAND THAT:
 Viruses can reproduce only by infecting
living cells.
 Prokaryotes are classified as Bacteria or
Archaea, which are two of the three
domains of life.
 Bacteria cause disease by damaging host
cells and tissues or by releasing chemicals
that upset homeostasis.
 Viruses cause disease by destroying living
cells or by affecting processes in cells in
ways that upset homeostasis in the host.
 Humans have little or no resistance to
emerging diseases.
 Protists are eukaryotes that are not members
of the fungi, plant, or animal kingdom.
 Today’s protists include groups whose
ancestors were among the very last to split
from the ancestors of plants, animals, and
fungi.
C: STUDENTS WILL BE ABLE TO:
 Explain how the two groups of
prokaryotes differ.
 Describe the factors that are used to
identify prokaryotes.
 Explain how bacteria can cause disease.
 Identify ways humans use bacteria.
 Describe how bacteria are controlled.
 Describe the structure of a virus.
 Explain how viruses cause infection.
 Explain how animal-like protists harm
other living things.
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
 Test at the end of the unit
 Free response practice
 Logical, defendable, complete
answers to the essential questions.
 Logical short answer to explain
the enduring understanding question.
 Unit project
 Written laboratory reports
 Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
25
COURSE TITLE:
GRADE(S):
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential questions and connect to learning throughout the unit.
 Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
 Student completion of essential vocabulary.
 Teacher/Student presentation of scientific concepts.
 Teacher/Student demonstration of scientific concepts.
 Discussion of scientific topics as they pertain to current world events.
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site

Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

HIV Research

Petri Dish Lab

Bread Lab

Virus Case Study

Disease Detectives

Bioterrorism Activity

Online Homework-University of Texas/Austin Database: https://quest.cns.utexas.edu/

Case Studies: The National Center for Case Study Teaching in Science: http://sciencecases.lib.buffalo.edu/cs/

POGIL: Process Oriented Guided Inquiry Learning: https://pogil.org/
26
COURSE TITLE:
GRADE(S):
UNIT NUMBER AND TITLE: 6: Ecology
BRIEF SUMMARY OF UNIT: This unit covers all the aspects of Ecology. The first section outlines how living and nonliving parts of the Earth interact and
affect the survival of organisms. The following section covers how abiotic and biotic factors shape ecosystems. The next section defines what factors contribute
to changes in populations. The last and final section explains how human activities have shaped local and global ecology.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other
elements to form amino acids and/or other large carbon-based molecules.
HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different
scales.
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in
ecosystems of different scales.
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of
organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere,
hydrosphere, and geosphere.
27
COURSE TITLE:
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:




How do humans affect the environment,
and how does the environment affect
humans?
How are the organisms and the
environment related?
How do environments change over time?
How do humans affect environments?
GUIDING QUESTIONS:










How do living and nonliving parts of the
Earth interact and affect the survival of
organisms?
How does energy “flow” between
organisms and environment?
How and why do populations of organisms
within an environment change over time?
How do temperature and precipitation
determine the types of organisms present
in an ecosystem?
What is carrying capacity and how does it
affect population growth?
What is the role of energy in living
systems?
What are the elements that define an
ecosystem, population, and biome?
How do abiotic and biotic factors shape
ecosystems?
What factors contribute to changes in
populations?
How have human activities shaped local
and global ecology?
GRADE(S):
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 The essential terminology in the unit.
 The methods used in ecological studies.
 The differences between producers and
consumers and how they obtain energy.
 The energy flow through ecosystems.
 The three types of ecological pyramids and
what they illustrate.
 The importance of the water cycle.
 The importance of the main nutrient
cycles.
 The factors that determine global climate.
 That competition, predation, and herbivory
shape communities.
 The three primary ways organisms depend
on each other.
 How communities change over time.
 The abiotic and biotic factors that
characterize a biome.
 The factors that affect population growth
and determine carrying capacity.
 The ways that our daily activities affect
the environment.
 The relationship between resource use and
sustainable development.
 The primary sources of soil, water, and air
pollution.
 The definition of biodiversity and what
can be done to protect it.
B: STUDENTS WILL UNDERSTAND THAT:
 Ecology is the scientific study of
interactions among organisms and between
organisms and their physical environment.
 Modern ecologists use three methods to do
their work: observation, experimentation,
and modeling.
 Abiotic factors are nonliving parts of the
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
extend thinking or guide investigations

SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence

SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
28
COURSE TITLE:
GRADE(S):














environment and biotic factors are the
living parts of the environment.
Pyramids of energy show the relative
amount of energy available at each trophic
level of an ecosystem.
Energy flows through ecosystems and
matter cycles.
Organisms need nutrients to build tissues
and carry out life functions.
The main nutrient cycles move carbon,
nitrogen, and phosphorous through the
biosphere.
Global climate is shaped by many factors,
including the amount of solar energy that
is trapped in the biosphere.
A niche is the range of physical and
biological conditions in which a species
lives. It includes the way that a species
obtains what it needs to survive and
reproduce.
Competition causes species to divide
resources. Predators and herbivores can
affect the size of other populations in a
community.
Biomes are described in terms of abiotic
factors like climate and soil type as well as
biotic factors like plant and animal life.
Populations change in predictable models.
Ecologist’s study a population’s range,
density, growth rate, and age structure.
Population growth is affected by birthrate
and death rate. It can also be affected by
immigration and emigration.
People affect the environment through
agriculture, development, and industrial
growth.
Sustainable development uses natural
resources to meet human needs without
causing long term damage to the
environment.
Biodiversity is threatened by changing
habitats, hunting, and introduced species.







Test at the end of the unit
Free response practice
Logical, defendable, complete
answers to the essential questions.
Logical short answer to explain
the enduring understanding question.
Unit project
Written laboratory reports
Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
29
COURSE TITLE:
GRADE(S):

Pollution and climate change also threaten
biodiversity.
C: STUDENTS WILL BE ABLE TO:
 Identify the levels of organization that
ecologists study.
 Describe the methods used to study
ecology.
 Diagram the levels of organization
 Distinguish between biotic and abiotic
factors
 Differentiate between relationships in the
ecosystems
 Identify the source of energy for all life
processes.
 Trace the flow of energy through living
systems.
 Evaluate the efficiency of energy transfer
among organisms in an ecosystem.
 Describe how matter cycles among the
living and nonliving parts of an ecosystem.
 Explain why nutrients are important in
living systems.
 Describe how the availability of nutrients
affects the productivity of ecosystems
 Explain how biotic and abiotic factors
influence an ecosystem.
 Identify interactions that occur within
communities.
 Describe how ecosystems recover from a
disturbance.
 Identify the characteristics of major land
biomes.
 Describe human activities that can affect
the biosphere.
 Define biodiversity and explain its value.
 Describe ozone depletion and global
warming.
 Describe the effect of erosion and
deposition on the environment.
30
COURSE TITLE:
GRADE(S):
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential questions and connect to learning throughout the unit.
 Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
 Student completion of essential vocabulary.
 Teacher/Student presentation of scientific concepts.
 Teacher/Student demonstration of scientific concepts.
 Discussion of scientific topics as they pertain to current world events.
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site

Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

Biome Research Project

Community Water Testing

Transpiration Lab

Dissolved Oxygen Lab

Food Web Mapping Activity

Biomagnification activity

Ecotourism Adventures

Eutrophication- IPADS

Eco Quadrant Activity

Online Homework-University of Texas/Austin Database: https://quest.cns.utexas.edu/

Case Studies: The National Center for Case Study Teaching in Science: http://sciencecases.lib.buffalo.edu/cs/

POGIL: Process Oriented Guided Inquiry Learning: https://pogil.org/
31
COURSE TITLE:
GRADE(S):
UNIT NUMBER AND TITLE: 7: Comparing Invertebrates and Chordates
BRIEF SUMMARY OF UNIT: This unit compares and contrasts chordates and invertebrates. The unit focuses on how the body systems of animals allow them
to collect information about their environments and respond appropriately; as well as their interactions with their environments and evolutionary relationships.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different
scales.
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in
ecosystems of different scales.
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of
organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some
species, (2) the emergence of new species over time, and (3) the extinction of other species
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase
in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4)
the proliferation of those organisms that are better able to survive and reproduce in the environment.
32
COURSE TITLE:
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:


What characteristics and traits define
invertebrates and vertebrates?
How are organ systems related across the
animal kingdom?
GUIDING QUESTIONS:




How have animals descended from earlier
forms through the process of evolution?
How do structures of animals allow them
to obtain essential materials and eliminate
wastes?
How do the body systems of animals allow
them to collect information about their
environments and respond appropriately?
How do animals interact with one another
and their environments?
GRADE(S):
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 Essential terminology in the unit.
 The characteristics that vertebrates and
invertebrates share.
 The different ways animals obtain food.
 The characteristics of respiratory structures
that vertebrates and invertebrates share.
 Differences between open and closed
circulatory systems.
 The methods animals use to manage
nitrogenous wastes.
 How animals respond to stimuli.
 The three types of skeletons in animals.
 How muscles produce movement in
animals.
 The types of internal and external
fertilization.
B: STUDENTS WILL UNDERSTAND THAT:
 Animals are members of the kingdom
Animalia.
 Invertebrates include all animals that lack
a backbone.
 All chordates show four characteristics
during at least on stage of their life: a
hollow nerve cord down the back, a
notochord, a tail that extends past the anus,
and pharyngeal pouches.
 Animal phyla are usually defined
according to adult body plans and patterns
of embryo development.
 The cladogram of chordates shows how
chordate groups are related and the points
at which different features evolved.
 Animals are classified into filter feeders,
detritivores, carnivores, herbivores, or
parasites.
 Most aquatic animals breathe through their
skin or with gills and land animals breathe
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
extend thinking or guide investigations

SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence

SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
33
COURSE TITLE:
GRADE(S):





with lungs.
In an open circulatory system, blood is
only partly contained within blood vessels.
In a closed circulatory system, blood
circulates entirely within blood vessels.
Animals either get rid of ammonia quickly
or convert it to other nitrogen-containing
compounds that are less toxic.
When an animal responds to a stimulus its
body systems work together to create a
response.
Animals may be oviparous, ovoviviparous,
or viviparous.
C: STUDENTS WILL BE ABLE TO:
 Differentiate between invertebrates and
chordates.
 Explain the differences among animal
phyla.
 Interpret the cladogram of chordates.
 Describe how different mouth parts are
adapted for an animal’s diet.
 Identify the respiratory structures that
enable animals to breathe.
 Compare patterns of circulation in
vertebrates.
 Explain how animals eliminate wastes.
 Describe some of the different sensory
systems in animals.
 Compare and contrasts the various
methods of reproduction in animals.
 Explain how homeostasis is maintained in
animals.
 Describe the major trends in invertebrate
evolution.
 Describe how the different invertebrate
phyla carry out their essential functions.
 Identify the characteristics that all
chordates share.
 Explain what vertebrates are.
 Explain what invertebrates are.







Test at the end of the unit
Free response practice
Logical, defendable, complete
answers to the essential questions.
Logical short answer to explain
the enduring understanding question.
Unit project
Written laboratory reports
Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
34
COURSE TITLE:
GRADE(S):







Describe essential life functions in
invertebrates.
Name the main groups of living
invertebrates.
Describe what an amphibian is.
Explain how amphibians are adapted for
life on land.
Describe essential life functions in
amphibians.
Name the main groups of living
amphibians.
List the major characteristics of mammals.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential questions and connect to learning throughout the unit.
 Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
 Student completion of essential vocabulary.
 Teacher/Student presentation of scientific concepts.
 Teacher/Student demonstration of scientific concepts.
 Discussion of scientific topics as they pertain to current world events.
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site

Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

Edible Insects

Invertebrate Dating Game

Bug Hunt

Forensic Entomology

Owl Pellet
35
COURSE TITLE:
GRADE(S):

Food Inc.

Worm Dissection

Frog Dissection

Let Me Introduce You: Invertebrate/Vertebrate Collaborative Research Project & Presentations

Online Homework-University of Texas/Austin Database: https://quest.cns.utexas.edu/

Case Studies: The National Center for Case Study Teaching in Science: http://sciencecases.lib.buffalo.edu/cs/

POGIL: Process Oriented Guided Inquiry Learning: https://pogil.org/
Scope and Sequence Overview:
1
Unit 1
2
Unit 1
3
Unit 1
4
Unit 1
5
Unit 2
6
Unit 2
7
Unit 2
8
Unit 2
9
Unit 2
10
11
12
13
14
15
16
17
18
Unit 2
Unit 2
Unit 2
Unit 3
Unit 3
Unit 3
Unit 3
Unit 3
Unit 3
19
20
21
22
23
24
25
26
27
Unit 4
Unit 4
Unit 4
Unit 4
Unit 5
Unit 5
Unit 5
Unit 4
Unit 4
28
29
30
31
32
33
34
35
36
Unit 5
Unit 6
Unit 6
Unit 6
Unit 6
Unit 7
Unit 7
Unit 7
Unit 7
36