Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
BIOLOGY Common Core Curriculum Map 2012-2013 Unit Number: 1 Common Core Unit Name: Ecology Suggested Unit Pacing: 10-13 days Enduring Understanding: (2.1) Living organisms are interdependent within their environment. (2.2) Human activities impact the environment. Key Academic Vocabulary: Abiotic Decomposer/Decomposition Autotroph Deforestation Bioaccumulation Dynamic Equilibrium Biosphere Ecosystem Biotic Energy Pyramids Birth Rate Exponential Growth Carrying Capacity Food Chain Cellular Respiration Food Web Chemical Energy Greenhouse Effect Community Habitat Competition Heterotroph Conservation Limiting Factors Consumer Logistic Growth Death Rate Mutualism Decomposer Niche Standard Essential Questions 2.1.1 Analyze the flow of energy and cycling of matter (water, carbon, nitrogen, oxygen) through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem. How does energy flow through an ecosystem? How does matter cycle through an ecosystem? What factors affect the health of the environment? Why do ecosystems require an outside input of energy but not matter? Nitrogen Fixation Nonnative Species Parasitism Photosynthesis Pollution Population Population Density Predator/Prey Relationships Producer Radiant Energy Species Stewardship Symbiosis Trophic Level Suggested Activities Constructing food webs, food chains, trophic levels--Students will construct examples of food webs, food chains and trophic level using pictures provided by the teacher or students can find an example of organisms in magazines. Construct replica cycles, explaining interrelationships--Students will be able to fill in details of water, carbon, nitrogen cycles on templates 1 BIOLOGY Common Core Curriculum Map 2012-2013 2.1.3 Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems. Owl Pellet Dissection--Students dissect owl pellets. Afterwards, construct the food chain of the owl. Symbiosis Tree Map--Students will classify examples of symbiotic relationships as mutualism and parasitism. Abiotic/Biotic Factors T-Map, Double Bubble--Teacher can question students about biotic and abiotic factors. Then explain the interrelationship of these factors. Thinking maps can be used to assess this information. 2.1.4 Explain why ecosystems can be relatively stable over hundreds or thousands of years, even though populations may fluctuate (emphasizing availability of food, shelter, number of predators, and disease). 2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction, introduction of nonnative species) may impact the environment. 2.2.2 Explain how the use, protection, and conservation of natural resources by humans impact the environment from one generation to the next. What ecological relationships help maintain stable ecosystems? What factors affect population growth? How do human activities affect the environment? How do conservation methods and sustainable practices impact the environment over time? Analyze, compare and predict patterns in predator/prey graphs and food webs. Limiting Factors Double Bubble—students compare and contrast density independent and density dependent limiting factors. Cause and Effect Table--Students will complete a table with the cause and effect of specific global concerns. Also, students will be able to freely discuss environmental factors if called upon to demonstrate their understanding Podcasts Paideia Seminar Read articles from newspaper regarding examples of conservation and stewardship. Podcasts 2 BIOLOGY Common Core Curriculum Map 2012-2013 Unit Number: 2 Common Core Unit Name: Biochemistry Suggested Unit Pacing: 4-5 Days Enduring Understanding: (4.1) Biological molecules are essential to living organisms Key Academic Vocabulary: Activation Energy Active Site Amino Acids Carbohydrate Catalyst Catalyst Cellulose DNA Enzymes Glucose Glycogen Hemoglobin Hormones Insulin Lipids Monomer Monosaccharaides Nucleic Acids Nucleotides Organic Standard Essential Questions 4.1.1 Compare the structures and functions of the major biochemical molecules (carbohydrates, proteins, lipids, nucleic acids) as related to the survival of living organisms. 4.1.3 Explain how enzymes act as catalysts for biological reactions. Organic Molecules Phospholipids Polymer Polysaccharides Protein RNA Starch Steroids Substrate Why are biological molecules important to the survival of living organisms? Why are biological molecules important to the survival of living organisms? Suggested Activities Organic Molecules Structure and Function Table--Complete a table listing the structure and functions of organic molecules. Macromolecules Lab-- Students test for the presence of sugars, starches, proteins and fats in various food samples. There is also an online lab at http://www.occc.edu/biologylabs/Documents/Organic%20Compound s/Organic%20Compounds.htm. Organic Molecules Tree Map-- Students create a tree map of organic molecules (carbohydrates, lipids, proteins, nucleic acids). The information to include on the tree map could be subunits, function and examples of each organic compound. Liver and Potato Enzyme Lab-- Students drop peroxide on samples of liver and/or potato to indicate enzyme activity. 3 BIOLOGY Common Core Curriculum Map 2012-2013 pH Lab or Demo SAS VLab: Enzyme--This virtual lab allows students to alter the factors that affect enzyme activity (exp. pH, temperature). http://www.sascurriculumpathways.com 4 BIOLOGY Common Core Curriculum Map 2012-2013 Unit Number: 3 Common Core Unit Name: Cell Structures/Organelles Suggested Unit Pacing: 4-5 Days Enduring Understanding: (1.1, 1.2) The cell is a living system. Key Academic Vocabulary: Active Transport Buffer Cell Wall Chloroplasts Chromosomes Diffusion Eukaryote Golgi Body (apparatus) Homeostasis Standard Ribosomes Rough Endoplasmic Reticulum Scanning Electron Microscope Smooth Endoplasmic Reticulum Specialization Stem Cells Total Magnification Transmission Electron Microscope Vacuoles Essential Questions 1.1.1 Summarize the structure and function of organelles in eukaryotic cells and ways that these organelles interact with each other to perform the function of the cell. Light Microscope Mitochondria Nucleus Organelles Osmosis Osmotic Pressure pH Plasma Membrane Prokaryote How do cells function as living systems? How do the structures of cells relate to their function? How do living things maintain homeostasis? Suggested Activities Microscope Matching--Match the parts and functions on a diagram of the light microscope. Organelle Bridge Map— Students will create bridge maps with the relating factor being function. Organelles Foldable Cell City--Students create analogies of the cell organelles' functions similar to a city (or student choice-school, club, country). Edible Cell Project--Students design and construct a cell out of edible food items (legend/key table + one-on-one oral quiz of each student/group). Organelle paths--Diagram or create a story detailing the path of a protein/molecule in a cell (from recipe/DNA --> creation --> pack/ship 5 BIOLOGY Common Core Curriculum Map 2012-2013 --> exit cell). 1.1.2 Compare prokaryotic and eukaryotic cells in terms of their general structures and degree of complexity. 1.2.1 Explain how homeostasis is maintained in the cell and within an organism in various environments (including temperature and pH). 4.2.2 Explain ways that organisms use released energy for maintaining homeostasis (active transport). Letter "e" lab to review use of the light microscope--Once students learn the parts and function of microscope parts, practice by preparing wet mount slides of a letter "e" from the newspaper. Onion Lab to teach staining techniques--This lab teaches basic staining techniques of staining with iodine. How do cells function as living systems? How do the structures of cells relate to their function? How do living things maintain homeostasis? Compare and Contrast Prokaryotes and Eukaryotes by using a Double Bubble or Venn Diagram-- Students will be able to How do cells function as living systems? How do the structures of cells relate to their function? How do living things maintain homeostasis? Osmosis/Diffusion in Eggs--Demonstrate osmosis/diffusion with deshelled eggs (dissolved in Vinegar) in various solutions. Carrot Lab--Tie a string around baby carrots and place them into saltwater and tap water for 24 hours. The string is to show students if the cell shrinks or swells. You may choose to have students mass the carrots before and after. Selectively Permeable Membranes Inquiry Lab--Students design an experiment to demonstrate selective permeability of a membrane (sandwich baggie + iodine & starch). Transport Double Bubble-- Compare and contrast active and How do cells function as living systems? How do the structures of cells relate to their function? How do living things maintain homeostasis? extemporaneously generate lists of characteristics of prokaryotes and eukaryotes. You may also provide students with a list of the characteristics and have them place them on the appropriate section of a Venn diagram. passive transport 6 BIOLOGY Common Core Curriculum Map 2012-2013 Unit Number: 4 Common Core Unit Name: Suggested Unit Pacing: Photosynthesis and Respiration 4-5 days Enduring Understanding: (4.2) Cells use a variety of biochemical processes and forms of energy Key Academic Vocabulary: ADP Aerobic Respiration Alcoholic Fermentation Anaerobic Respiration ATP Standard Chlorophyll Chloroplast Fermentation Glucose Lactic Acid Fermentation Essential Questions Mitochondria Photosynthesis Products Reactants Respiration Suggested Activities -Thinking Map: double bubble or flow map- Students will be able to construct a thinking map that compares and contrasts photosynthesis and cell respiration. 4.2.1 Analyze photosynthesis and cellular respiration in terms of how energy is stored, released, and transferred within and between these systems How do cells store and utilize energy? -Reaction Flash Cards- Students will place index cards that have carbon dioxide, oxygen, glucose, water, etc., in the correct order as the teacher verbally prompts students to construct each equation. (light, ATP, ADP, Pgroups, O2, CO2, sugar, H2O) -Online Photosynthesis Lab or physical lab- Are several, including "Elodea measure the bubbles" (Light Intensity, Color, and CO2) and one showing the Light Dependent Rx (only Light Intensity & Color --> ATP production) http://www.saddleworth.oldham.sch.uk/science/simulations/waterweed.htm -Demo of Cellular Respiration- Yeast in sugar solution with balloon over flask to show gas production -Chromatography demo (show plant pigments)- separate pigments - discuss roles of different pigments in the leaves/plants 7 BIOLOGY Common Core Curriculum Map 2012-2013 Unit Number: 5 Common Core Unit Name: Suggested Unit Pacing: Cell Division/Reproduction 4-5 days Enduring Understanding: 1.1, 1.2 The cell is a living system Key Academic Vocabulary: Anaphase Asexual Reproduction Cancer Centrioles Centromere Chromatid Chromosomes Crossing Over Cytokinesis Diploid Standard 1.1.3 Explain how instructions in DNA lead to cell differentiation and result in cells specialized to perform specific functions in multicellular organisms. 1.2.2 Analyze how cells grow and reproduce in terms of interphase, mitosis, and cytokinesis DNA Fertilization Gametes Gene Mutation Genes Haploid Homologous Chromosomes Independent Assortment Interphase Meiosis Essential Questions Metaphase Mitosis Nondisjunction Prophase Random Assortment Replication of DNA Sexual Reproduction Spindle Fibers Stem Cells Telophase Suggested Activities How can you explain cell variation and differentiation? Why do cells divide? -Students should be able to put pictures of cells in various stages of mitosis in the correct order and be able to name the steps (using premade/student made flash-cards, etc.) - Microscope Activity- students will identify and draw cells in various stages of mitosis using pre-stained slides. - Mitosis flipbooks- create a flipbook that goes through all of the stages (pdf. file with the blank flipbook & pages, also has a PowerPoint that steps through the pages - for academic classes?) 8 BIOLOGY Common Core Curriculum Map 2012-2013 3.2.1 Explain the role of meiosis in sexual reproduction and genetic variation How does Meiosis provide for variation in the genetic makeup of offspring? -Thinking Map- Double Bubble- Compare and Contrast Mitosis and Meiosis - Meiosis-Mitosis cutouts/comparison- cutout answers and paste them under the proper question & type of cell division 9 BIOLOGY Common Core Curriculum Map 2012-2013 Unit Number: 6 Common Core Unit Name: Suggested Unit Pacing: DNA & Protein Synthesis 5-6 days Enduring Understanding: (3.1, 4.1) The structure and function of DNA determines the characteristics of life Key Academic Vocabulary: amino acid anticodon codon complementary bases (base pairs) deoxyribose DNA enzyme hydrogen bond Standard 4.1.2 summarize the relationship among DNA, proteins, and amino acids, in carrying out the work of cells and how this is similar in all organism 3.1.1 Explain the doublestranded, complementary nature of DNA as related to its function in the cell messenger RNA (mRNA) mutation Nucleic Acid nucleotide nucleus peptide bond protein Essential Questions What is the chemical basis of life? How do genes code for proteins? 3.1.2 Explain how DNA and RNA code for proteins and determine traits What is the chemical basis of life? How do genes code for proteins? replication ribose ribosomal RNA (rRNA) ribosome transcription transfer RNA (tRNA) translation Suggested Activities What is the chemical basis of life? How do genes code for proteins? Constructing 2d, 3d models of DNA: construction of cardstock, PVC models of DNA molecules Practicing reading codons from a sequence of DNA; studying electrophoresis results (restriction enzyme activities) Constructing models of protein manufacture; physical and digital representations Discussions and study presentations on Human Genome Project; literacy groups Glogster Extraction of DNA: strawberry or other plant material Extraction of DNA: human tissue effort Protein Synthesis with words Codon Bingo Gene Expression Lab 10 BIOLOGY Common Core Curriculum Map 2012-2013 Unit Number: 7 Common Core Unit Name: Suggested Unit Pacing: Genetics 6-7 days Enduring Understanding: (3.2) The environment and the interaction of alleles influences the expression of genetic traits Key Academic Vocabulary: Allele Autosome Codominance Cystic fibrosis Diploid Dominant Egg Gametes Genotype Haploid (monoploid) Hemophilia Standard Heterozygous Homozygous Huntington’s disease Incomplete dominance Independent assortment Malaria Mendel Multiple allele Oogenesis Phenotype Polygenic Essential Questions Polyploidy Punnett square Recessive Segregation Sex cells Sex chromosomes Sex-linked Sickle-cell anemia Sperm Spermatogenesis Test cross Suggested Activities 3.1.3 Explain how mutations in DNA that result from interactions with the environment (i.e. radiation, chemicals) or new combinations in existing genes lead to changes in function and phenotype How do inheritance patterns affect the expression of genetic traits? How does the environment affect the expression of genetic traits? Discussions of what mutations are, typical causes 2d, 3d representations of what nondisjunction is, how it appears 3.2.2 Predict offspring ratios based on a variety of inheritance patterns (including dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits) How do inheritance patterns affect the expression of genetic traits? How does the environment affect the expression of genetic traits? Punnett squares Personal survey among class: search for expression of simple traits Research and presentations: relevance to all potential parents Genetics of Parenthood Activity Dragon Genetics activity Reebop Meiosis Bean Lab 11 BIOLOGY Common Core Curriculum Map 2012-2013 3.2.3 Explain how the environment can influence the expression of genetic traits How do inheritance patterns affect the expression of genetic traits? How does the environment affect the expression of genetic traits? Research and presentations: relevance to all potential parents 1.2.3 Explain how specific cell adaptations help cells survive in particular environments, focusing on unicellular organisms How do inheritance patterns affect the expression of genetic traits? How does the environment affect the expression of genetic traits? Research and presentations: relevance to all potential parents Dragon Genetics activity 12 BIOLOGY Common Core Curriculum Map 2012-2013 Unit Number: 8 Common Core Unit Name: Suggested Unit Pacing: Biotechnology 6-7 days Enduring Understanding: (3.3) DNA technology can be applied in the real world Key Academic Vocabulary: biotechnology Cystic fibrosis DNA fingerprinting Down’s syndrome Gel electrophoresis Gene therapy Genetic engineering Standard Human genome project human growth hormone insulin Karyotype Kleinfelter’s syndrome Meiosis Nondisjunction Essential Questions 3.3.1 Interpret how DNA is used for comparison and identification of organisms How does DNA technology impact individuals and society? 3.3.2 Summarize how transgenic organisms are engineered to benefit society How does DNA technology impact individuals and society? 3.3.3 Evaluate some of the ethical issues surrounding the use of DNA technology (including cloning, genetically modified organisms, stem cell research, and Human Genome Project) How does DNA technology impact individuals and society? PCR (polymerase chain reaction) plasmid Restriction enzymes Stem cells transformation (bacterial) Transgenic organisms Turner’s syndrome Suggested Activities Discussion of DNA analysis, forensic applications/television shows, restriction enzyme activities Electrophoresis simulations/activities Karyotyping activities Discussion/web search of biomechanical devices, possible site visit by Biotechnology folks from Greenville, etc. Socratic seminar/philosophical chairs Position papers Transgenic Articles Discussion of DNA analysis, forensic applications/television shows, restriction enzyme activities Discussion/web search of biomechanical devices, possible site visit by Biotechnology folks from Greenville, etc. Socratic seminar/philosophical chairs Position papers Transgenic Articles 13 BIOLOGY Common Core Curriculum Map 2012-2013 Unit Number: 09 Common Core Unit Name: Suggested Unit Pacing: Evolution 6-7 days Enduring Understanding: (3.4) Living things change over time Key Academic Vocabulary: Active Immunity Adaptive Radiation Anaerobic Anatomy Antivirals Artificial Selection Biochemistry Coevolution Common Ancestor competition Convergent Evolution Standard 3.4.1 Explain how fossil, biochemical, and anatomical evidence support the theory of evolution Descent with Modification Divergent Evolution Embryology Evolution Fossils Genetic Recombination Geographic Isolation Homologous Structures Mutations Natural Selection Passive Immunity Essential Questions What evidence do we have that evolution has occurred in the past? Is evolution occurring today? How can we determine how closely two groups of organisms are related? Reproductive Isolation Resistance Speciation Survival of the fittest Vaccines Variation Suggested Activities Horse & Whale evolution WkSht Tracking Mutations in a gene WkSht "Human Change Through Time (ch 34)" or other similar Lab/WkSht HHMI Evolution lecture video (Dr. Ken Miller lecture to a group of HS students) or "Judgment Day" video on Dover, PA trial Comparing Chimpanzees and Humans activity from "Judgement Day" video Caminicules activity (evolution activity with "created" species - live and fossils] 14 BIOLOGY Common Core Curriculum Map 2012-2013 Combining Phyogenetic Tree & Classification/Taxa (tie classification into evolutionary relationships) Early Earth Circle Map Overview of Early Cells (Miller-Urey exp. compounds, 1st cells & order of evolution) 3.4.2 Explain how natural selection influences the changes in species over time Is evolution occurring today? Variation in Population Activity (i.e. Dutch Elm disease acting on a population of Elm trees, antibiotics acting on population of bacteria) How do evolutionary adaptations increase the efficiency and survival of organisms? Natural Selection Game Lab (predator-prey) How does natural selection influence the evolution of living things? What types of conditions tend to bring about rapid changes and adaptation in groups of living things? 3.4.3 Explain how various disease agents (bacteria, viruses, chemical) can influence natural selection How does genetic variation tend to bring about changes and adaptations in groups of living things? Is evolution occurring today? What types of conditions tend to bring about rapid changes and adaptation in groups of living things? How does genetic variation tend to bring about changes and adaptations in groups of living things? HHMI Evolution lecture video (Dr. Ken Miller lecture to a group of HS students) or "Judgment Day" video on Dover, PA trial Comparing Chimpanzees and Humans activity from "Judgement Day" video Caminicules activity (evolution activity with "created" species - live and fossils] Combining Phyogenetic Tree & Classification/Taxa (tie classification into evolutionary relationships) Computer Simulation Games (Biomorphs, etc.) http://www.gsoftnet.us/GSoft.html (Selection, Biomorphs, Is It Chance, Bugs) and other websites Variation in Population Activity (i.e. Dutch Elm disease acting on a population of Elm trees, antibiotics acting on population of bacteria) HHMI Evolution lecture video (Dr. Ken Miller lecture to a group of HS students) or "Judgment Day" video on Dover, PA trial Sickle-cell anemia (heterozygous genotype – resistant to malaria – more common in regions with malaria) 15 BIOLOGY Common Core Curriculum Map 2012-2013 Unit Number: 10 Common Core Unit Name: Suggested Unit Pacing: Taxonomy 4-5 days Enduring Understanding: (3.5) Classification systems help explain relationships between living things Key Academic Vocabulary: Binomial Nomenclature Cladogram Classification Classification Dichotomous Key Domain Standard 3.5.1 Explain the historical development and changing nature of classification systems Family Genus Kingdom Linneaus Order Phylogenic Tree Essential Questions How and why do we categorize living things? How and why has our classification system changed over time? How do viruses compare to living things? Phylum/Division Scientific Name Species Taxon Taxonomy Suggested Activities Comparing Classification Systems [oral discussion + thinking maps (Tree Maps, ?Double Bubble?) Linnaeus original KPCOFGS w/2 kingdoms (Plants, Animals), recent 5 kingdom (Monera + 4 Eukaryotic), and current 3 Domain/6 kingdom system. Make your own Taxa acronym/saying (DKPCOFGS) Introduce "Did King Phillip Call Out For Good Soup" or your favorite, have them create their own. More Inclusive/More Specific taxa [oral discussion, examples] Guided Table with Taxa, saying, and examples that steps through more specific characteristics from D-->K-->P...-->G-->Sp (all Eukaryotes are in Domain____, all Eukaryotes that are Multicell. Heterotr w/no cell wall are in kingdom_____. All Animals with a backbone are in Phylum_____ ...) Identify Domain & Kingdom WkSht [oral discussion + identifications + analysis questions] Given example organisms or description of cellular structures/nutrition, identify possible D & K(s) and explain how the answers were arrived upon (group similar descriptions together to make comprehension of important differences easier) 16 BIOLOGY Common Core Curriculum Map 2012-2013 Identify proper scientific names (binomial nomenclature) Selecting scientific names instead of common names, selecting correctly written scientific names (Genus species <--italicized) from among incorrectly formatted names "Organizing Living Things" WkSht Proper use of table data -- which organisms are more closely related - given the KPCOFGS for 4-5 different organisms 3.5.2 Analyze the classification of organisms according to their evolutionary relationships (including dichotomous keys and phylogenetic trees) How is evolutionary history reflected in groupings of organisms? How and why has our classification system changed over time? Combining Phyogenetic Tree & Classification/Taxa (tie classification into evolutionary relationships) - Diagram with Phylogenetic Tree (with speciation/common ancestor points labeled) & Taxa levels. Students analyze to identify more closely related Taxa (Sp, G, F...) as well as common ancestor of chosen groups/Taxa “Interpreting Graphics - Taxonomy" WkSht (Diagram/Flow Chart of Major groups in Animal Kingdome) [oral discussion + questions] Which groups belong to which Taxa, and which pairs are more closely related. Should modify (or add) activity where students take 4-6 of the organisms and convert the flow chart into a table of the organisms' KPCOFGS so they can practice interpreting different visual presentations of the same information. More Inclusive/More Specific taxa [oral discussion, examples] Guided Table with Taxa, saying, and examples that steps through more specific characteristics from D-->K-->P...-->G-->Sp (all Eukaryotes are in Domain____, all Eukaryotes that are Multicell. Heterotr w/no cell wall are in kingdom_____. All Animals with a backbone are in Phylum_____ ...) Identify Domain & Kingdom WkSht [oral discussion + identifications + analysis questions] Given example organisms or description of cellular structures/nutrition, identify possible D & K(s) and explain how the answers were arrived upon (group similar descriptions together to make comprehension of important differences easier) 17 BIOLOGY Common Core Curriculum Map 2012-2013 Unit Number: 11 Common Core Unit Name: Suggested Unit Pacing: Kingdoms of Life 9-10 days Enduring Understanding: (2.1) Living organisms are interdependent within their environments Key Academic Vocabulary: Adaptation Amniotic Egg Asexual Reproduction Autotroph Cilia Contractile Vacuoles Development Ectothermic (Exothermic) Egg Endothermic Excretion Standard 1.2.3 Explain how specific cell adaptations help cells survive in particular environments, focusing on unicellular organisms 2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations External Fertilization Eyespots Fertilization Flagella Growth Heterotroph Internal Fertilization Nonvascular Nutrition Phloem Placental Essential Questions How do living things accomplish the processes of life? How do adaptations improve survival in different environments? How do living things accomplish the processes of life? How do adaptations improve survival in different environments? Placentals Pseudopods Reproduction Respiration Seed Sexual Reproduction Spore Stoma (stomata) Transport (circulation) Vascular Xylem Suggested Activities Bacterial cell shapes and structures Microscope Lab [microscope sketches & labels + example images w/important structures labeled - including flagellum, cilia] Protist shapes and structures Microscope Lab [microscope sketches & labels + example images w/important structures labeled - including flagellum, cilia, psuedopods, chloroplasts, contractile vacuoles...] Use structures to identify as pro/eukaryote, hetero/autotroph, plant-like protist, animal like protist, etc... Mushroom dissection lab [combined notes/discussion + stereoscopes for dissecting, sketching/labeling an example fungi Convert Plants cladogram/phylogenetic tree into a flow chart/dichotomous key [oral discussion, flow chart + dichotomous key] Build a flow chart that starts with "All Plants (multicellular autotrophs w/cell walls of cellulose)" from 18 BIOLOGY Common Core Curriculum Map 2012-2013 the basic cladogram/phylogenetic tree of Plants [green algae ancestor --> vasular tissue, seeds, flowers] then convert that flow chart into a dichotomous key. Roots, Stems & Leaves [Diagrams and microscope slides of each] Basic structures & functions of each. Flower & Leaf diagrams Identify & describe function of various flower structures (and male vs female structures) on diagram(s). Identify & Describe important leaf structures on diagram(s). Can also do simpler versions with "description/functions" on diagram --> just label each. Flower Dissection Lab - can use real flowers or artificial (= no actual "dissecting"). Identify all as Angiosperms, differentiate between male and female structures, differentiate between typical monocot and dicot features Identifying Plant behaviors- Phototropism, Gravitropism/Geotropism, Thigmotropism Flashcards - Invertebrate Animal Phyla flashcards contain Phylum name, sketches, example organisms/groups, and basic characteristics/ structures (symmetry, segmented/non, endo/exoskeletons, etc.) Convert Invertebrate Phyla to flow chart/dichotomous key From flashcard info, build a flow chart (2 options/branches at each step) that can be converted into a dichotomous key. Comparing Chordates Table/Wksht + textbook questions at increasing Bloom's levels -can add grouping/diagraming activity to get a visual representation of reproductive, respiratory, and other systems/structures" Identifying Animal behaviors [oral discussion + example pictures/video clips] Phototaxis, Hibernation/Estivation, Migration, Courtship, Social... plus innate vs learned behaviors Human Body Systems lab stations [oral discussion + analysis questions + products] basic functions and structures of body systems. comparision with systems in other Chordates/Invertebrates 19 BIOLOGY Common Core Curriculum Map 2012-2013 Unit Number: 12 Common Core Unit Name: Suggested Unit Pacing: Animal Behavior 3-4 days Enduring Understanding: (2.1) Living organisms are interdependent within their environment Key Academic Vocabulary: Chemotaxis Classical Conditioning Competition Courtship Behavior Estivation Habituation Hibernation Imprinting Standard 2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations Innate Behavior Instincts Migration Pheromones Phototaxis Predator Prey Response Essential Questions How do behavioral adaptations help accomplish the functions? Stimulus Suckling Taxis Territorial Defense Trial and Error Tropism Suggested Activities -Identifying Animal behaviors: [oral discussion + example pictures/video clips] Phototaxis, Hibernation/Estivation, Migration, Courtship, Social... plus innate vs. learned behaviors -Three Way Match- Students match the behavior with a definition and example. -Behavior Double Bubble- Compare and contrast innate and learned behavior. 2.1.3 Explain various ways organisms interact with each other (inc. predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems How do behavioral adaptations help accomplish the functions? 20