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HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 STANDARD B-2: The student will demonstrate an understanding of the structure and function of cells and their organelles. Time needed: (4 Weeks on 4x4 Block) SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS Content Indicators: B-2.1 Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells are the basic units of structure and function in living things; and all presently existing cells arose from previously existing cells). B-2.2 Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum (ER), Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm). B-2.3 Compare the structures and organelles or prokaryotic and eukaryotic cells. B-2.4 Explain the process of cell differentiation as the basis for the hierarchal organization of organisms (including cells, tissues, organs, and organ systems). B-2.5 Explain how active, passive, and facilitated transport serve to maintain the homeostasis of the cell. B-2.6 Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis. B-2.7 Summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond to the environment, and recognize the consequences of uncontrolled cell division. Inquiry Indicators: B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information. B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. B-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology. B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). B-1.8 Compare the processes of scientific investigation and technological design. B-1.9 Use appropriate safety procedures when conducting investigations. - 2 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Investigations Teacher created lesson (Cell Theory and prokaryotic/ eukaryotic cells) Teaching Periods 2 Key Concepts & Processes Additional Resources Assessment 3 parts of the cell theory Study Guide pp 1-2 Compare prokaryotic/eukaryotic structure Compare prokaryotic and eukaryotic cells Interactive Reader Ch 3 Teacher created activity (Microscope introduction) 2 Viewing microscopic objects ID scope parts and understand their functions in magnification Dissecting scope vs compound microscope Week 1 Comparing Cells Investigation (p. 92 text) Modeling of cell p. 93 (or teacher substitution) (p. 11-15 Lab binder) 1 Summarize the function of organelles in plant and animal cells Describe the internal structures of eukaryotic cells Relate the structure of organelles with function Alignment to HCS Core Curriculum B-1.2 B-1.9 B-2.1 B-2.2 B-2.3 - 3 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Investigations Teaching Periods 1 Teacher created activity 1 Week 2 Modeling of cell p. 93 (or teacher substitution) (p. 11-15 Lab binder) Mechanisms of cell transport (active vs. passive) Diffusion Across a Membrane p. 88 3 Key Concepts & Processes Cell differentiation relating hierarchical organization of organisms Demonstrate how the cell membrane is a barrier that separates a cell from the external environment Explain how active, passive, and facilitated transport works to maintain homeostasis Additional Resources Ch 1 p. 7-11 Interactive Reader Ch 1 (Compare cells & tissues lab using slides) Interactive Reader Ch 3 Dialysis tubing lab (using starch, iodine, and glucose solutions) Assessment Explain how cell differentiation serves as the basis for the hierarchical organization of organisms Explain how active, passive, and facilitated transport serves to maintain the homeostasis of the cell Alignment to HCS Core Curriculum B-1.1 B-1.2 B-1.4 B-1.5 B-1.6 B-1.9 B-2.4 B-2.5 - 4 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Week 4 Week 3 Investigations Teaching Periods Key Concepts & Processes Additional Resources Assessment Modeling cell surface area to volume ratio p. 156 1 Identify factors that limit cell size http://www.bi ologyjunction.c om/cell_size.ht m Understand why cells divide at different rates Onion Root Lab p 143 4 Describe the stages of the cell cycle http://www.bi ology.arizona.e du/cell_bio/ac tivities/cell_cy cle/cell_cycle. html List major events in each phase of the cell cycle Complete UV Light and Skin Cancer, pg. 256 Identify differences between normal and abnormal cells COMPUTER LAB *Animating mitosis lab binder p. 3739/classzone Cancer Cells p. 147 Quick Lab/microscopes Introduce carcinogens and their effects on DNA. Review and reteach/test as needed Summarize characteristics of cell cycle 2 Understand how normal cell regulation works in comparison to the consequences of uncontrolled cell growth Alignment to HCS Core Curriculum B-1.2 B-1.5 B-1.6 B-1.9 B-2.6 B-1.2 B-1.3 B-1.9 B-2.7 - 5 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Standard B-3: The student will demonstrate an understanding of the flow of energy within and between living systems. Time Needed: (3 Weeks on 4x4 Block) SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS Content Indicators: B-2.8 Explain the factors that affect the rates of biochemical reactions (including pH, temperature, and the role of enzymes as catalysts). B-3.1 Summarize the overall process by which photosynthesis converts solar energy into chemical energy and interpret the chemical equation for the process. B-3.2 Summarize the basic aerobic and anaerobic processes of cellular respiration and interpret the chemical equation for cellular respiration. B-3.3 Recognize the overall structure of adenosine triphosphate (ATP)—namely, adenine, the sugar ribose, and three phosphate groups—and summarize its function (including the ATP-ADP [adenosine diphosphate] cycle). B-3.4 Summarize how the structures of organic molecules (including proteins, carbohydrates, and fats) are related to their relative caloric values. B-3.5 Summarize the functions of proteins, carbohydrates, and fats in the human body. Inquiry Indicators: B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information. B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. B-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology. B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). B-1.8 Compare the processes of scientific investigation and technological design. B-1.9 Use appropriate safety procedures when conducting investigations. - 6 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Investigations Teacher created activity (model organic molecules including ATP and their functions) Teaching Periods 2 Key Concepts & Processes Differentiate the structures of organic molecules Week 1 Summarize functions of organic molecules Teacher created activity Identifying organic compounds lab and caloric values 1.5 Determine the source of organic compounds in living tissues COMPUTER LAB Calorimetry lab (virtual lab p 59) .5 Measuring the caloric value of organic molecules Enzyme lab p 57 1 Factors that affect the rate of biochemical reactions Additional Resources Assessment ETV Streamline Proteins, Lipids, and carbohydrate structure and function. (3 separate videos) http://www. mrstephens.c om/Biology Page 59 (book) Lab Sheet: page 57 lab manual Recognize the structure of various organic molecules, especially ATP Lab Binder p. 1-3 Explain the factors that influence the rate of biochemical reactions Pg. 17 lab manual Summarize the source of organic compounds in living tissues and the relative caloric values of organic molecules Alignment to HCS Core Curriculum B-1.2 B-1.5 B-1.9 B-2.8 B-3.3 B-3.4 B 3.5 - 7 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Investigations Teacher created activity/ Photosynthesis Lab p 106 Teaching Periods 4 Key Concepts & Processes Relate light intensity to the rate of photosynthesis Additional Resources Assessment Dark Reactions of Photosynthes is ETV Streamline Summarize the overall process of photosynth esis and interpret the chemical equation. Page 13 unit 2 lab manual The Effects of Light intensity and wavelength on the rate of photosynthesis Week 2 http://www. biologycorner .com COMPUTER LAB Cellular respiration virtual lab p 127 1 Linking photosynthesis and cellular respiration ETV Streamline SC Energy and the Chemistry of Life Aerobic Cellular Respiration Explain the biological relationship between photosynth esis and cellular respiration Alignment to HCS Core Curriculum B-1.1 B-1.2 B-1.3 B-1.5 B-1.6 B-1.9 B-3.1 - 8 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Investigations Teaching Periods Key Concepts & Processes 2 The chemical processes of aerobic cellular respiration Investigate Fermentation in foods p 127 (p 20 lab binder) 1 The chemical processes of anaerobic cellular respiration Week 3 Cellular respiration lab p 126 (p 17 lab binder unit 2) Additional Resources ETV Streamline SC Elements of Biology: (Matter and Energy) Organization in Living Systems Glycolysis and Cellular Respiration Aerobic and Anaerobic Respiration http://www. sp.uconn.edu /~terry/Com mon/respirat ion.html Re-teach /Review/test as needed Assessment Summarize the process of aerobic cellular respiration Summarize the process of anaerobic cellular respiration Alignment to HCS Core Curriculum B-1.1 B-1.2 B-1.3 B-1.4 B-1.5 B-1.6 B-1.9 B-3.1 B-3.2 - 9 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 STANDARD B-4: The student will demonstrate an understanding of the molecular basis of heredity. Time Needed: (4 Weeks on 4x4 Block) SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS Content Indicators: B-4.1 Compare DNA and RNA in terms of structure, nucleotides, and base pairs. B-4.2 Summarize the relationship among DNA, genes, and chromosomes. B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins B-4.4 Summarize the basic processes involved in protein synthesis (including transcription and translation). B-4.5 Summarize the characteristics of the phases of meiosis I and II. B-4.6 Predict inherited traits by using the principles of Mendelian genetics (including segregation, independent assortment, and dominance). B-4.7 Summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel’s principles of genetics. B-4.8 Compare the consequences of mutations in body cells with those in gametes. B-4.9 Exemplify ways that introduce new genetic characteristics into an organism or a population by applying the principles of modern genetics. Inquiry Indicators: B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information. B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. B-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology. B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). B-1.8 Compare the processes of scientific investigation and technological design. B-1.9 Use appropriate safety procedures when conducting investigations. Week 1 - 10 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Investigations Teaching Periods Key Concepts & Processes Teacher created lesson: DNA structure and function *Students should build a model of DNA with manipulatives 2 Identifying DNA as the genetic material Nucleotide components and complimentary base pairing DNA extraction, pg. 229 (may want to sub strawberries for wheat germ) 1 Identifying overall structure of DNA Teacher created lesson (protein synthesis manipulative kit from DO) on Transcription & Translation Modeling Transcription Investigation, pg. 257 2 Differences in structure and function of RNA, codon translation to amino acids Animated Biology Classzone: Build a Protein Additional Resources PBS NOVA DNA workshop Assessment Alignment to HCS Core Curriculum Illustrate 3 parts of the nucleotide. Construct DNA complement. B-1.2 B-1.9 B-4.1 B-4.2 B-4.3 B-4.4 Explain the function of detergents and enzymes in DNA extraction http://learn. genetics.utah .edu/content /begin/dna Recall differences in DNA & RNA, Translate RNA into amino acid chain - 11 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Investigations Teaching Periods Key Concepts & Processes Teacher Created lesson: Meiosis and the formation of haploid cells 1 Summarize phase I & II of Meiosis Complete Modeling Meiosis Investigation, p. 192 1 Additional Resources Hands-on activity using snapbeads (showing crossing over) Week 2 Meiosis video clip from McDougal Littel power presentation Teacher created lesson: Introduction to Mendel & heredity 1 Summarize Mendel’s experiments and his theories of heredity Complete Probability Practice Investigation, p. 193 1 Using Mendel’s Law of Segregation to predict inheritance of traits Classzone: Mendel’s experiments classzone.co m Assessment Relate changes in DNA to cell cycle Relate gametogene sis to inheritance of traits Explain the relationship among Mendel’s laws Demonstrate ability to use Punnett Squares and probability to predict offspring Alignment to HCS Core Curriculum B-1.1 B-1.2 B-1.3 B-1.4 B-1.5 B-1.6 B-1.9 B-4.5 B-4.6 B-4.7 Week 3 - 12 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Traits and Probability Complete Dihybrid Cross activity on pg. 188 1 Using Mendel’s Law of Independent Assortment Extending Mendelian principles Introduce codominance, incomplete dominance, multiple alleles, polygenic inheritance, sex-linked inheritance. 3 Non-Mendelian patterns of inheritance Complete codominance investigation pg. 208 Pg. 202 quick lab: Sexlinked inheritance Human Genetics and Pedigrees Pedigree analysis pg. 218 1 Demonstrate ability to use Punnett Squares and probability to predict offspring Make a baby lab (gene exchange) http://natur e.ca/genome /04/041/04 1_e.cfm (turn off the sound-preview before using) What are the complex patterns of inheritance? Predict inheritance patterns B-4.6 B-4.7 - 13 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Week 4 Genetic Disorders: Teacher created lesson or project -body cell mutations vs gamete disorders (nondisjunction) DNA Manipulation Complete investigation: Modeling Genetic Engineering on pg. 286 2 2 Learn about various genetic disorders,their transmission patterns, and the Human Genome Project PBS NOVA’s “Cracking the Code” Introduce process of recombinant DNA. ETV streaming video:Geneti c Technology & Transgenic Plants Practice interpreting a karyotype GATTACA (movie) Modeling Forensics pg. 268 Summarize the cause and effect of various genetic disorders How do scientists manipulate DNA? What controversie s exist? B-4.8 B-4.9 B-1.5 B-1.6 B-1.8 - 14 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Standard B-5: The student will demonstrate an understanding of biological evolution and the diversity of life. Standard B-6: The student will demonstrate an understanding of the interrelationships among organisms and the biotic and abiotic components of their environments. Time Needed: (4 Weeks on 4x4 Block) SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS Content Indicators: B-5.1 Summarize the process of natural selection. B-5.2 Explain how genetic processes result in the continuity of life-forms over time. B-5.3 Explain how diversity within a species increases the chances of its survival. B-5.4 Explain how genetic variability and environmental factors lead to biological evolution. B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution. B-5.6 Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory. B-5.7 Use a phylogenetic tree to identify the evolutionary relationships among different groups of organisms. B-3.6 Illustrate the flow of energy through ecosystems (including food chains, food webs, energy pyramids, number of pyramids, and biomass pyramids) B-6.1 Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems. Explain how populations are affected by limiting factors Illustrate the processes of succession in ecosystems. Exemplify the role of organisms in the geochemical cycles (including the cycles of carbon, nitrogen, and water) Explain how ecosystems maintain themselves through naturally occurring processes (including maintaining the quality of the atmosphere, generating soils, controlling the hydrologic cycle, disposing of wastes, and recycling nutrients). Explain how human activities (including population growth, technology, and consumption of resources B-6.2 B-6.3 B-6.4 B-6.5 B-6.6 Inquiry Indicators: B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information. B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. B-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. - 15 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology. B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). B-1.8 Compare the processes of scientific investigation and technological design. B-1.9 Use appropriate safety procedures when conducting investigations. Week 1 - 16 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Investigations Teaching Periods Key Concepts & Processes Additional Resources Principles and Evidence of Evolution Teacher Created Lesson, Quick Lab/Inferring: Piecing Together Evidence (p. 313) 2 Introduce basis of evolution and the scientists that led to the discovery of evolution including evidence. -Anatomy -Embryology -Paleontology -Biochemistry ETV Streamline SC: Icons of Science (Full VideoDarwin) PBS Evolution http://ww w.pbs.org/ wgbh/evol ution/ Evolutionary Relationships Construct a Cladogram (p.525) 1 Overview of classification based on evolutionary relationships. http://ww w.ucmp.be rkeley.edu /taste/ Theory of Natural Selection Investigation: Predator-Prey Pursuit (p. 315) 1 Investigate Darwin’s contributions to Natural Selection Classzone: AnimatedNatural Selection Investigation: Adaptations in Beaks (p. 321) 1 - relationship to evolution effect on populations Assessment Describe how the fields of Anatomy, Embryology, Paleontology, and Biochemistry contribute to evolutionary theory. Use a phylogenetic tree to id evolutionary relationships Summarize the process of natural selection Explain how diversity within a species increases the chances of its survival. Alignment to HCS Core Curriculum B-1.5 B-5.1 B-5.3 B-5.5 B-5.6 B-5.7 - 17 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Investigations Principles of Ecology Teacher created lesson Teaching Periods 2 Key Concepts & Processes Introduction: Basics of Ecology Week 3 -Levels of Organization -Biotic/Abiotic Cycles in Nature -Water -Nitrogen -Carbon -Ecological Succession Investigation: Limiting Nutrients for Algae (p. 448) Energy flow and distribution in ecosystems Classzone Animation: Build a Food Web Teacher created lesson 1 Interactions in Ecosystems Investigation: Modeling Predation (p. 435) 1 COMPUTER LAB Population Growth Patterns Virtual Lab: Estimating Population Size 1 Additional Resources Assessment Alignment to HCS Core Curriculum Carbon Cycle activity http://epa. gov/climat echange/ki ds/carbon_ cycle_versi on2.html Distinguish and summarize biotic and abiotic factors in an ecosystem B-1.2 B-1.3 B-1.5 B-1.6 B-1.9 B-3.6 B-6.1 B-6.2 B-6.3 B-6.4 B-6.5 Movement of Energy -Ecosystems -Food Chains/FoodWebs -Feeding Relationships -Biomass Pyramids Illustrate the flow of energy through ecosystems. Interactions in Ecosystems -Habitat/Niche -Symbiotic Relationships Population Density, limiting factors and carrying capacity Classzone: AnimatedWhat Limits Population Growth? Explain how the interrelationship s among organisms generate stability within ecosystems. Explain how populations are affected by limiting factors. Teacher Created Lesson: Human Impact on Ecosystems 1 Human Impact on Ecosystems -Growth -Natural Resources -Air Quality -Water Quality Classzone: Animates (Human Effects on a Food Web) Investigation: Water Quality Testing (p. 506) 1 Threats to Biodiversity & Conservation Classzone: Invasive Species WebQuest (p. 507) Re-teach/Review/Test as needed 4 Week 4 - 18 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11 Explain how human activities affect the physical and chemical cycles and processes of Earth. B-1.5 B-1.6 B-1.9 B-6.6