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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: 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 1 COURSE TITLE: 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): GUIDING QUESTIONS: 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? 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 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 2 COURSE TITLE: GRADE(S): 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). Student generated concept maps on periodic division of unit content 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 3 COURSE TITLE: Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests Gummy bear and Equipment Identification Lab Jelly Down Demo Jerrells IPOD Lab pH Lab Liver Enzymes Lab Scientific Method Inquiry Labs Molecular Model Inquiry Labs Slime Inquiry Lab-PVA-Cross Linkage 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 4 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: 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: 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): 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 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): 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. 7 COURSE TITLE: GRADE(S): 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 8 COURSE TITLE: GRADE(S): 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 Organic molecules in foods lab Microscope: Cell Structure, Function, Size Lab Microscope/Slide Mounting Investigations Mystery Cell: Distinguishing Plant vs. Animal Cell Lab The Dynamic Cell Membrane Cooperative Learning Activity Cell Surface Area & Volume: Agar Cubes Simulation 9 COURSE TITLE: Stem Cell Research Project Cellular Organelle Election: Collaborative Group Project Osmosis Jones Chicken Lab Diffusion Egg Lab Specialization Lab Chromatography Lab Breathing Mini-Lab Respiration-Photosynthesis Mapping Respiration-Photosynthesis Foldables Energy Nut Lab Chromatography Lab Measuring Cellular Respiration: Respirometer Lab Measuring Photosynthesis Floating Disk Assay ATP Model Mitosis & Meiosis Lab: Investigate the phases of cell division in onion root tip and whitefish blastula cells. Karyotype Analysis: Analysis of karyotypes to determine gender and identify genetic disorders. Mitosis & Meiosis Foldables Cancer Research Project 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) 11 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: 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: 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): 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): 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): 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: 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: 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: convergent and divergent evolution? How does genetic drift, founder effect and population bottle-neck affect the evolution of a species? GRADE(S): 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 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): 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): 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