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BIOLOGY CURRICULUM (MCCUNE) 1

Biology Curriculum Map and Pacing Guide

Introduction to Biology: A Look into Biology Week 1 Standards: I Can Statements:

A.1.c. I can collect, organize and analyze data accurately and precisely. This means I can use scientific techniques and mathematics in experiments appropriately.

A.2.c I can use graphs and data tables to express patterns and relationships determined from sets of scientific data.

A.1.e. I can write and speak effectively to present and explain scientific results. This means I can use appropriate terminology and graphics.

Activities Survey for graphing purposes: Start in class tallying information from students, such as birth month, eye color, height, favorite song, age ranges etc. Each group will get one of the above topics to graph. They will create then post them around the room. The students will then travel around the room scoring the graphs based on a student created rubric. The students are required to present their findings to the class.

Formative Assessment

Bell Work—Week 1 What are some different ways to display data gathered during an

experiment? Graphs with written description. A final concluding statement should be

stated with each graph.

A.1.f. I can safely use laboratory equipment and techniques when conducting scientific investigations.

A.2.a. I can use appropriate SI units for length, mass, time, temperature, quantity, area, volume, and density.

I can describe the relationships among SI unit prefixes (e.g. centi-, milli-, kilo-).

I can describe how SI units are related to analogous English units.

A.4.d. I can use mathematics to enhance the scientific inquiry process. This means I can choose appropriate units of measurement, graph and manipulate experimental data.

Activities: Lab stations: how to measure, paper dimensions, masses, liquid volumes, students will choose from a variety of equipment.


Bell Work—Week 1 What are the names of the lab equipment you see sitting around the

room? Write a hypothesis for the following question…..How does temperature

affect the rate that a cricket chirps? Identify lab equipment and measuring, ex. how much liquid in a cylinder.

Student groups rotate around the room through various lab stations to measure length, width, temperature, mass and volume. Then, had to convert the metric measurements


A.3.a. I can describe the fundamental assumptions of science.

A.3.f. I can use a variety of appropriate sources (e.g. Internet, scientific journals) to retrieve relevant information and cite references properly.

A.8.a (literacy)

I can apply knowledge of Greek, Latin, and Anglo-Saxon affixes, inflections, and roots to understand unfamiliar words and new subject area vocabulary.

A.2.a (literacy)

I can apply strategies before, during and after reading to increase fluency and comprehension. This means I can read for purpose, by previewing, scanning, making predictions, comparing, inferring, summarizing, and using graphic organizers.

A.4.a. I can describe the biological criteria that need to be met in order for an organism to be considered alive.

Activities: Week 2: Students use the Biology book as a reference to consider Marty the Martian’s problem of finding a living thing when he visits earth.


Week 2: Given various problems/questions – students must determine whether or not a corresponding hypothesis is valid and testable.

Demystifying the Nature of Science Week 2-4

I can manipulate variables in experiments using appropriate procedures. This means I can use controls and multiple trials in experiments.

I can interpret results and draw conclusions.

I can revise hypotheses as necessary and/or formulating additional questions or explanations.

I can safely use laboratory equipment and techniques when conducting scientific investigations.

Activities Given several experiment scenarios, students must identify the dependent and independent variables, constants, control, and draw conclusions based on the gathered data.


Data Table Design and Collection, Experiment scientifically correct, including variable, constants, control group.

A.3.d. I can explain why scientific explanations must meet certain criteria. This means I can be consistent with experimental/observational evidence about nature, open to critique and modification, be subject to peer review, and use ethical reporting methods and procedures.

A.3.f. I can use a variety of appropriate sources to retrieve relevant information and cite references properly.

Activities: Gum lab: How does chewing time affect mass? Water Density Lab: How does volume affect density? LDC: Research Question: What really causes a cold? Students use the Cornell method to take notes from 3 articles of reputable

sources.


Bell Work: Week 2 If Density = Mass /Volume; what is the density of a substance if 50mL of it


: has a mass of 100 grams If the total mass of your gum is 8 grams and 2 grams of that is sugar, then

what percent of your gum is sugar? Bell Work: Week 3 Why does an experiment need to be repeated at least 3-5 times? Insure reliability What two pieces of information should always be included in a

conclusion? Does the data agree with the hypothesis, what does the data say? What is the difference between scientific investigations and scientific

research? Lab reports (% sugar in gum and does volume affect density of water lab) Analysis of 3 experimental scenarios Argumentative Essay: What causes the common cold?

Summative Assessment

Quality Core Generated Test 1 Intervention Groups from test data

The Five Second Rule: A Rule to Live by or a Myth to Bust? Week 11-12

A.1.a. I can identify and clarify biological research questions and design experiments.

A.1.b. I can manipulate variables in experiments using appropriate procedures. This means I can use controls and multiple trials in experiments.

A.1.c. I can collect, organize, and analyze data accurately and precisely. This means I can use using scientific techniques and mathematics in experiments.

A.1.d I can interpret results and draw conclusions.


A.1.e. I can write and speak effectively to present and explain scientific results. I can use appropriate terminology and graphics.

A.1.f.

I can safely use laboratory equipment and techniques when conducting scientific investigations.

A.4.c I can design and conduct investigations appropriately.

Activities: Student groups design their own projects and test to test the 5 second rule


Bell Work: Week 11

How does scientific inquiry affect our daily lives?

Is investigating the 5 second rule an example of basic science, applied science, or technology?

I can plan to manipulate variables in experiments using appropriate procedures.

Written lab plan/report with data and conclusions



A.3.c I can recognize and apply criteria that scientists use to evaluate the validity of scientific claims and theories.

E.3.e I can distinguish between and among viruses, monerans, and protists.

I can give examples of viruses, monerans, and protists.

Activities: To obtain the background knowledge needed for the project results, the “Research Group” must complete a Four Corners research plan where each member of the group is responsible for one section of the research. Four Corners: Bacteria, Archae, Protists, and Fungi Available Sources: Handout B-4 (from Quality Core unit) and both available biology books. All sources of information must be referenced


Bell Work: Week 11-12 How are bacteria different from fungi? What is the sterile technique and why should you follow it for your

experiment? Research Design Supporting research of the four types of microbes Analysis of Laura’s Experiment

B.1.b (literacy)

I can analyze writing assignments in terms of purpose and audience to determine which strategies to use.

B.1.c. (literacy)

I can revise, refine, and proofread own and others’ writing, using appropriate tools.

I can use checklists, writing conferences, student-developed and professional rubrics or models to find strengths and weaknesses and to seek strategies for improvement.

B.2.e. (literacy)

I can craft first and final drafts of workplace and other real-life writing that are appropriate to the audience, provide clear and purposeful information, and use a format appropriate to the task.

Activities: Research Plan for the project


Week 11 Revised and edited research plan with Problem, Procedure, Materials list and hypothesis

Summative Assessment – Week 13 Complete research project with qualitative, and quantitative data, Conclusion and Written letter to the CDC in reference to the validity of the 5 second rule.

Atomically Correct: The Chemistry of Life Week 4-6 A.5.a I can identify subatomic particles, and describe how they are arranged in atoms.

Activities: Reading for understanding – Reading Essentials for Biology Book pgs. 55-56 Notes Examples Model, then practice using the Periodic Table of Elements Labeled sketches

Formative Bell Work: Week 5


Assessment What is chemistry and why are we studying it in Biology? What information can you find out about an element just by looking at the

periodic table? Use the graph on pg.149 of the Biology Book to interpret of which three

elements living things are mostly composed. Post-it note quiz for 4 multiple choice Quality Core Questions: on Promethean Board Formative Assessment: Immediate feedback

A.5.b I can describe the difference between ions and atoms and the importance of ions in biological processes.

Activities: Review protons, neutrons and electrons Science Notebook Pg. 50-53


Bell Work: Week 6 Read the two paragraphs at the top of pg. 154 in the biology book. Then,

explain two specific characteristics of ionic bonds. Section 6-1 Assessment : questions 1-3 Exit slip: What is the importance of K, Na, and Ca ions in biological

processes? Part 3 of Constructed Response Question: Muscle Contraction, Brain

impulses,

A.5.c I can compare the types of bonding between atoms to form molecules.

Activities: Bonding Basics – Students will be given the empirical formula for various covalent molecules. They must sketch the arrangement to show the sharing of the electrons. Notes*** In drawing the water molecule on pg. 53 of the Science Notebook, students must add the nature of polarity to accurately depict the arrangement of the atoms in the molecule.


Bell Work: 9/8 – What are the different types of chemical bonds 9/24 – What is the maximum number of covalent bonds that can form between a single carbon atom and 1 or more hydrogen atoms? Exit slip: 9/24 – What is the primary factor that determines the polarity of a bond between atoms? Annotated Student Drawings

A.5.i I can define and explain the unique properties of water that are essential to living organisms.

Activities: Develop questions that spark interest and conversation about a new topic area. Write each question on a separate sheet of chart paper. Post the questions around the classroom in stations. Give each group’s recorder a different color marker. Direct groups to a starting station and identify a time limit. Students should brainstorm ideas and the recorder for each group should write them directly on the chart paper. At timed intervals,


groups will rotate or “carousel” to each station.

9/26 Key Questions for Carousel Activity: What is so unique about water? Why is water essential for life? Describe how/ why water is a powerful solvent. How is water’s property of high specific heat capacity important to living things? How is the property of high surface tension in water important to living things? Enzymes are essential to life. How does water affect enzymes? Identify what you feel is the most important property of water is. Explain why?


Bell Work: 9/26 – Describe the physical characteristics of water. 10/1 – Why is water needed for living things to survive?

Exit slips: Pick one property of water that you feel is most important and justify.

10/1 – Honey is composed mostly of glucose and fructose. What property of water explains why honey dissolves easily in water?

A.5.f I can explain the fundamental principles of the pH scale. This means I understand the consequences of having the different concentrations of hydrogen and hydroxide ions.

Activities: Rotations:

Group 1: Virtual pH demo

Group 2: Hands on pH testing of various substances a. Predict b. Test c. Record d. Compare

Group 3: Scoring/correcting constructed response questions


Bell Work: 9/11 – For what reason is the pH scale used 9/12 – In what foods would you expect to find acids? Bases? 9/13 – What role do acids/bases play in our bodies? 9/14 – Summarize the graphs on pg. 164.

Virtual Lab Report with Conclusion on how pH affects enzymes.

Organic Chemistry: The Molecules of Life(10/8-10/11) A.5.e I can explain the difference between organic and inorganic compounds.

Activities: Bell Work: What do you know about organic and inorganic compounds? Pick a card with various objects on each card such as water, rock, and dog.

After the video, what is organic and what is inorganic? http://player.discoveryeducation.com The name of the video compounds: organic compounds

http://player.discoveryeducation.com/



Bell Work: Week 10 What is a macromolecule? What are the four types of organic molecules

Gallery Walk of readings or other materials on carbs, lipids etc and look for answers.

Jigsaw activity with 2 Biology books

A.5.g I can describe the general structure and function(s) , including common functional groups of monosaccharides, disaccharides, polysaccharides, carbohydrates, fatty acids, glycerol, glycerides, lipids, amino acids, dipeptides, polypeptides, proteins, and nucleic acids.

Activities: 10/10 Students will make 13 notecards


10/11 Quiz on organic compounds notecards 21 Question Knowledge based quiz (power point) of the pictures of the note cards

A.5.h I can describe the function of enzymes, including how enzyme-substrate specificity works, in biochemical reactions.

Activities: 10/9 Computer Lab Collaborative Group work Web animation (enzymes) http://www.pc.maricopa.edu/Biology/ppepe/BIO156/Bio%20156%20Lesson%2003/Lesson%2003/Lesson%2003.php •Each student group takes turns working through the animation and answering the accompanying questions. Scores will be emailed to me. Individual Virtual Lab: - Computer lab http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/index.htm

Summative assessment

10/3 Quality Core Test 2 10/4 intervention groups for test results

Cell-ebrate: The Functions of Cellular Structures 10/29 – 11/28

A.1.a. I can identify and clarify biological research questions and design experiments.

A.4.c. I can design and conduct investigations appropriately.

A.1.b. I can manipulate variables in experiments using appropriate procedures. This means I can use controls and multiple trials.

A.1.c. I can collect, organize, and analyze data accurately and precisely. I can use scientific techniques and mathematics in experiments.

A.4.d. I can use mathematics to enhance the scientific inquiry process. This means choosing appropriate units of measurement, graphing and manipulating experimental data.

A.1.d. I can interpret results and draw conclusions.

http://www.pc.maricopa.edu/Biology/ppepe/BIO156/Bio%20156%20Lesson%2003/Lesson%2003/Lesson%2003.php

http://www.pc.maricopa.edu/Biology/ppepe/BIO156/Bio%20156%20Lesson%2003/Lesson%2003/Lesson%2003.php

http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/index.htm



A.1.e. I can write and speak effectively to present and explain scientific results. This means I can use appropriate terminology and graphics.

A.1.f. I can safely use laboratory equipment and techniques when conducting scientific investigations.

A.2.a. I can use appropriate SI units for length, mass, time, temperature, quantity, area, volume, and density.

I can describe the relationships among SI unit prefixes (e.g., centi-, milli-, kilo-).

I can describe how SI units are related to analogous English units.

A.2.c. I can use graphical, mathematical, and simple statistical models to express patterns and relationships determined from sets of scientific data.


Activities: Inquiry labs on diffusion and osmosis 11/14-15 – Gummy Bear Lab http://staff.slcschools.org/lmadden/science/Link%20Files/Biology_Details/Lessons/Stand2obj3Osmosislabs.pdf http://mrswhittsweb.pbworks.com/f/osmosis+inquiry+lab.pdf


Lab Report

A.3.b. I can assess how scientific and technological progress has affected other fields of study, careers, and aspects of everyday life.

A.3.f. I can use a variety of appropriate sources (e.g. Internet, scientific journals) to retrieve relevant information and cite references properly.

Activities: Persuasive essay: Is stem cell research ethical? Web Page website: http://www.glogster.com/ http://www.easytemplates.com/


Project and feedback.

B.1.a. I can analyze the similarities and differences among (a) plant versus animal cells.

I can analyze the similarities and difference among (b) eukaryotic versus prokaryotic cells

http://staff.slcschools.org/lmadden/science/Link%20Files/Biology_Details/Lessons/Stand2obj3Osmosislabs.pdf

http://staff.slcschools.org/lmadden/science/Link%20Files/Biology_Details/Lessons/Stand2obj3Osmosislabs.pdf

http://mrswhittsweb.pbworks.com/f/osmosis+inquiry+lab.pdf

http://www.glogster.com/

http://www.easytemplates.com/


Activities: http://www.teachersdomain.org/resource/tdc02.sci.life.cell.animplant/ http://www.cod.edu/people/faculty/fancher/ProkEuk.htm Matrix Activity Prokaryotic vs. Eukaryotic - Print out some of information from this page or the links at : https://www.etap.org/demo/biology1/instruction3tutor.html http://www.cod.edu/people/faculty/fancher/ProkEuk.htm Use various reference materials to complete the matrix below to compare the cell types

Prokaryotic Organelles Eukaryotic

Nucleus

Flagellum

Cell Membrane

Mitochondria

Ribosomes

Endoplasmic Reticulum

Cell Wall

Prokaryote and Eukaryote Similarities/ Differences (Age, Structure,Size, etc.)

Formative

Assessment 10/29: Bell Work: compare and contrast plant and animal cells.

10/31: Compare and contrast eukaryotic and prokaryotic cells.

Quality Core Question:

http://www.teachersdomain.org/resource/tdc02.sci.life.cell.animplant/

http://www.cod.edu/people/faculty/fancher/ProkEuk.htm

https://www.etap.org/demo/biology1/instruction3tutor.html

http://www.cod.edu/people/faculty/fancher/ProkEuk.htm


B.1.b. I can describe the functions of all major cell organelles, including

nucleus, ER, RER, Golgi apparatus, ribosome, mitochondria, microtubules, microfilaments, lysosomes, centrioles, and cell membrane.

B.1.d. I can contrast the structure and function of subcellular components of motility (e.g., cilia, flagella, pseudopodia).

Activities: 11/7 Pre-assessment of cell organelles and functions

Organelle Function and Analogy Using the foldable paper, create a visual organizer for the following organelles: Golgi apparatus Microtubules Microfilaments ribosome Mitochondria Endoplasmic Reticulum (Rough and Smooth) Chloroplasts


Cell Membrane/Cell Wall Nucleus On the left side of the foldable goes the function of each organelle. On the right goes an analogy of how that organelle is like some part of a business. 11/8 - Picture Perfect-

Cut out the pictures and paste next to the organelle that it represents the function.

Write a brief explanation of why the picture represents the organelle you chose.

Organelle Picture Reasoning for Choice

Ribosomes

Chloroplasts

Lysosomes

Vacuole

Golgi Apparatus

Mitochondria

Smooth Endoplasmic Reticulum

Rough Endoplasmic Reticulum

Nucleus

Cell Membrane

Cell Wall

Microtubule

Microfilament



Bell Work Questions:

11/1 – What is the function of the cell membrane?

11/2 – What is considered to be the power house of the cell?

11/7 – Describe the function of the cell membrane

11/9 – What is synthesized on the ribosomes?

11/9 – Oral Quiz (Organelles and their functions)

Ex. It is an organelle

It is found in eukaryotic cells

It has an envelope.

It contains the message needed by ribosomes.

Contains deoxyribonucleic acid, etc.

Quality Core Questions: (Exit Slip Questions)

B.1.e. I can explain how the cell membrane controls movement of substances both

into and out of the cell and within the cell.

B.1.f. I can explain how the cell membrane maintains homeostasis.

B.1.g. I can describe and contrast these types of cell transport: osmosis, diffusion, facilitated diffusion, and active transport.


Activities: 11/12 – Section 7.4 in Biology Book 11/13 Cellular Transport http://www.wiley.com/legacy/college/boyer/0470003790/animations/membrane_transport/membrane_transport.htm Progress through the animation which will explore and ask you questions about cellular transport. After you have completed exploring the animation, then do an Etch A Sketch model (below) to explain the difference between active and passive transport. You must have two examples of Passive Transport and an example of Active Transport. Etch A Sketch

Type of Transport Representative drawing Definition of process


Bell Work: 11/8 – Explain how the cell membrane helps the cell maintain homostasis. 11/13 Frayer Model-

Use it to define either cell transport as central word or diffusion or osmosis, etc.

Frayer ModelDefinition in your own words Facts/characteristics

Examples NonexamplesWord

Bell Work:


http://www.wiley.com/legacy/college/boyer/0470003790/animations/membrane_transport/membrane_transport.htm

http://www.wiley.com/legacy/college/boyer/0470003790/animations/membrane_transport/membrane_transport.htm



11/19 & 11/20 – Book review 11/26 & 11/27 study guide 11/28 – Assessment – (Cells, Organelles & Membrane Transport)

B.1.j. I can describe the basic process of mitosis.

Activities: 12 / 4,5,6,7,10 Foldable Booklet http://nhsmshorton.okaloosaschools.wikispaces.net/file/view/Mitosis+Foldable+Directions.pdf http://highered.mcgraw-hill.com/sites/0073031216/student_view0/exercise13/mitosis_overview_1.html Good website for mitosis including a movie, quiz, essay questions, overview with matching sort activities you could print out and use instead of drag and drop on screen

Sketches

Microscope slides of actual examples of cells in the different stages of mitosis

Online mitosis simulator with quiz

Simulation of mitosis with paper plates and pipe cleaners


12/11

Annotated drawing of phases of mitosis and explanation of each phase.


http://nhsmshorton.okaloosaschools.wikispaces.net/file/view/Mitosis+Foldable+Directions.pdf

http://nhsmshorton.okaloosaschools.wikispaces.net/file/view/Mitosis+Foldable+Directions.pdf

http://highered.mcgraw-hill.com/sites/0073031216/student_view0/exercise13/mitosis_overview_1.html

http://highered.mcgraw-hill.com/sites/0073031216/student_view0/exercise13/mitosis_overview_1.html



Quality Core Questions:


A Study of Plants and Photosynthesis (3/14 – 3/22) B.1.i I can explain how photosynthetic organisms use the processes of photosynthesis

and respiration.

E.2.a I can describe the basic mechanisms of plant processes, especially movement of materials and plant reproduction.

Activities: 3/15 – Microscope sketches of xylem and phloem in stems and leaves

Demo – plant in water, sitting in the window. Daily recording of the amount of water in the container will show transpiration.


Prior Knowledge/ New Knowledge chart

E.2.b I can explain the functions of unique plant structures, including the cell wall, chloroplasts, and critical parts of the flower and the seed.

Activities: 3/14 - Students dissect a flower - identifying each part and its job.

flower diagram


http://www.quia.com/rr/12502.html game on seed parts

E.2.c I can explain the interaction between pigments, absorption of light, and reflection of light.

Activities: 3/18 - Pigment Chromatography Lab

Chlorophyll pigment vs. Autumn leaf pigment


Lab Report – Summative Questions

E.2.d I can describe the light-dependent and light-independent reactions of photosynthesis.

E.2.e I can relate the products of the light-dependent reactions to the products of the light-independent reactions.

Activities: Power point

Students make a flow chart to describe the events of photosynthesis


Using their chart. Students must describe how each step of photosynthesis leads to the next with the products and processes being described very

specifically.

A.5.d I can show how chemical reactions (e.g., photosynthesis, fermentation, cellular respiration) can be represented by chemical formulas.

Activities: Card Sort – match the chemical formula with the process.

Summative Assessment:

3/22 - 12 multiple choice items

Genetics (1 / 2 - 1/28)

C.1.a I can describe the basic structure and function of DNA, mRNA, tRNA, amino acids, polypeptides, and proteins (e.g., replication, transcription, and translation).

C.1.b I can describe the experiments of major scientists in determining both the

http://www.quia.com/rr/12502.html


structure of DNA.

C.1.c I can use mRNA codon charts to determine amino acid sequences of example

polypeptides.

C.1.d I can use mRNA codon charts to determine the effects of different types of mutations on amino acid sequence and protein structure (e.g., sickle cell anemia resulting from base substitution mutation).

Activities: 1 / 2 – Pre Test, Encyclomedia video, Pre - Test 1 / 3&4 – Color coding DNA Handout 1 / 7 – Jigsaw note taking (DNA, Genes, Chromosomes, Protein) 1 / 8 & 9 – Textbook Resources – Chap. 10 Sections 1-3) 1 / 10 - Constructed Response 1 /14 &15 – Intervention / Enrichment groups 1 / 16 – Study Island (DNA & Protein Synthesis lessons)

Interventions:

http://learn.genetics.utah.edu/content/begin/dna/transcribe/ interactive website building a protein from DNA

Can you decode the Message? Activity on protein synthesis, students build sentences using DNA strands and codon wheel.

Create a Flow Chart from beginning to end of protein synthesis. Enrichment: Students are assigned Genetic diseases to apply in the virtual lab ( text book

virtual labs)

Formative Assessment:

1 / 11 – Constructed response Quiz

1 / 16 – Study Island (DNA & Protein Synthesis lessons)

C.1.f. I can describe the basic process of meiosis.

C.1.h. I can explain how the process of meiosis reveals the mechanism behind Mendel’s conclusions about segregation and independent assortment on a molecular level.

Activities: 1/17 – Video simulation, Sketches, Paper plate lab (modeling meiosis).

1/18 – Complete rotations


1/18 –

Power point quiz

Meiosis phases; Compare and contrast meiosis and mitosis

1/22 – Intervention Activity


1/23 – EoC Assessment practice (M.C.)

1/24 – EoC Assessment practice (CR)

1/28 – Intervention Groups

Mendel’s Peas: An examination of Mendelian Genetics (1/29 – 2/15)

A.3.c. I can recognize and apply criteria that scientists use to evaluate the validity of scientific claims and theories.

http://learn.genetics.utah.edu/content/begin/dna/transcribe/



C.1.g. I can identify and explain Mendel’s law of segregation and law of independent assortment.

A.3.e. I can explain why all scientific knowledge is subject to change as new evidence becomes available.

A.3.d. I can explain why scientific explanations must meet certain criteria. This means I can be consistent with experimental/observational evidence about nature, open to critique and modification, be subject to peer review, and use ethical reporting methods and procedures.

C.1.i. I can define and provide an example of the following: genotype, phenotype, dominant allele, recessive allele, codominant alleles, incompletely dominant alleles, homozygous, heterozygous, and carrier.

A.1.c. I can collect, organize, and analyze data accurately and precisely. This means using scientific techniques and mathematics in experiments.

A.2.c I can use graphs and data tables to express patterns and relationships determined from sets of scientific data.

C.1.k. I can construct and interpret Punnett squares and pedigree charts (e.g., calculate and predict phenotypic and genotypic ratios and probabilities).

C.1.l I can infer parental genotypes and phenotypes from offspring data presented in pedigree charts and from the phenotypic and genotypic ratios of offspring.

Activities: 1/29 – Notes, Lecture, and Direct Instruction Power point notes 1/30 – Punnett Square Practice 2/6 – Reteach 2/7 & 8 – Punnett Square Practice

Formative Assessment:

2/11 – 10 question multiple choice quiz

C.1.j. I can explain sex-linked patterns of inheritance in terms of some genes being absent from the smaller Y chromosome, and thus males (XY) having a different chance of exhibiting certain traits than do females (XX).

C.1.m I can describe the mode of inheritance in commonly inherited disorders (e.g., sickle cell anemia, Down syndrome, Turner’s syndrome, PKU).

Activities: 2/12 – Notes/Lecture/Direct Instruction Power point notes 2/13 – Practice Problems (Pedigree charts)

Summative Asessment:

2/14 – End of 6 wks. Test (20) 2/15 – Intervention groups

Beaks, Beans, and M&M’s: A study of Natural Selection & Evolution of Early Earth and Speciation (4/10 – 5/7) D.1.b I can explain the biological definition of evolution.

Activities:


D.1.d I can discuss Darwin’s principle of survival of the fittest.


I can explain what Darwin meant by natural selection.

Activities:


D.1.e I can explain the influences of other scientists (e.g., Malthus, Wallace, Lamarck, Lyell) and of Darwin’s trip on HMS Beagle in formulating Darwin’s ideas about natural selection.

A.2.a I can apply strategies before, during, and after reading to increase fluency and comprehension (e.g., adjusting purpose, previewing, scanning, making predictions, comparing, inferring, summarizing, using graphic organizers) with increasingly challenging texts

Activities:


D.1.g I can provide examples of behaviors that have evolved through natural selection (e.g., migration, courtship rituals).

Activities:


D.1.j I can describe the basic types of selection, including disruptive, stabilizing, and directional.

Activities:


A.1.a I can identify and clarify biological research questions and design experiments.

Activities:


D.1.a. I can describe the experiments of Redi, Needham, Spallanzani, and Pasteur to support or falsify the hypothesis of spontaneous generation.

Activities:

D.1.b. I can explain the biological definition of evolution.

Activities:

D.1.c. I can differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way to aerobic heterotrophs and photosynthetic autotrophs.

Activities:


D.1.f I can contrast Lamarck’s and Darwin’s ideas about changes in organisms over time.

Activities:


D.1.g. I can provide examples of behaviors that have evolved through natural selection (e.g., migration, courtship rituals).

Activities:


D.1.k. I can explain how natural selection and its evolutionary consequences (e.g., adaptation or extinction) provide a scientific explanation for the fossil record of ancient life-forms.

I can explain how evolution accounts for the striking molecular similarities observed among the diverse species of living organisms.

Activities:

D.1.l. I can discuss evidence from the fields of geology, biochemistry, embryology, comparative anatomy, and comparative physiology that points to shared evolutionary relationships.

Activities:


D.1.i. I can specifically describe the conditions required to be considered a species (e.g., reproductive isolation, geographic isolation).

D.1.m I can explain how Earth's life-forms have evolved from earlier species as a consequence of interactions of (a) the potential of a species to increase its numbers and (b) genetic variability of offspring due to mutation and recombinations of DNA.

Activities:


D.1.n I can distinguish between catastrophism, gradualism, and punctuated equilibrium .

Activities:


Unit 13: Relationships Among Organisms (3/25-4/9) E.3.a. I can explain how organisms are classified into a hierarchy of groups and subgroups

based on similarities that reflect their evolutionary relationships.

Activities: Introduction: Students will gather information about each of the kingdoms. Bacteria (and viruses) – Pgs. 512-533 Protists – Pgs. 540-567 Fungi – pgs. 574 – 593 Plants – Pgs. 600-681 Animals – pgs. 688-899


E.3.b I can list each of the major levels in the hierarchy of taxa: kingdom, phylum, class, order, family, genus, and species.

Activities:

E.3.c. I can explain the binomial nomenclature system.

Activities:


E.3.d. I can construct and use a dichotomous taxonomic key.

Activities: 3/26 Practice using nuts and bolts Then apply the practice using actual living things (printed on notecards)


E.3.e. I can distinguish between and among viruses, bacteria, and protists, and give examples of each.

Activities:


E.3.f. I can explain classification criteria for fungi, plants, and animals.

Activities:

E.3.g. I can compare the major divisions of animals.

Activities:


Animals (2/28 – 3/13) E.1.a. I can identify major types of animal cells and tissues.

E.1.b. I can describe the major components and functions of physiological systems, including skeletal, muscle, circulatory, respiratory, digestive, urinary, endocrine,

nervous, reproductive, and immune.

Activities: Student groups are assigned a specific system to research.

Each group is responsible for: o teaching the class the major organs and their functions of that system

to the class using visuals. o providing the class with 2 questions

Power point or Presi presentations are recommended.

A scoring rubric and self-assessment for the presentations are provided

A study guide for each system is provided to each student.

Summative 3/13 - Body Systems Test – 30 multiple choice items from Quality Core question


Assessment bank and study island question bank

The Organization of the Biosphere (4/10 – 4/23) A.4.b I can define and provide examples of each level of organization (e.g., biosphere,

biome, ecosystem, community, population, multicellular organism, organ system, organ, tissue, cell, organelle, molecule, atom, subatomic particle).

Activities:


F.1.a I can define and provide examples of biosphere, biome, ecosystem, community, population, species, habitat, and niche.

Activities:


F.1.b I can discuss biotic and abiotic factors that affect land and aquatic biomes.

Activities:


F.1.c I can discuss the role of beneficial bacteria (e.g., in the recycling of nutrients).

Activities:


F.1.d I can explain how energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores and decomposers.

Activities:


F.1.e I can explain how the amount of life any environment can support is limited by the available matter and energy and by the ability of ecosystems to recycle the residue

of dead organic materials.

Activities:


F.1.g I can diagram the flow of energy using food webs, food chains, and pyramids (e.g., pyramid of energy, pyramid of biomass, and pyramid of numbers).

Activities:


F.1.k I can explain the process of ecological succession, and describe the different communities that result.

Activities:


A.3.f I can use a variety of appropriate sources (e.g., Internet, scientific journals) to retrieve relevant information; cite references properly.

D.2.c I can give impromptu and planned presentations (e.g., debates, formal meetings)


that stay on topic and/or adhere to prepared notes.

Activities: Formative

Assessment

F.1.d. I can discuss the role of beneficial bacteria (e.g., in the recycling of nutrients).

Activities:

F.1.f. I can explain how the amount of life any environment can support is limited by the available matter and energy and by the ability of ecosystems to recycle the residue

of dead organic materials.

Activities:

F.1.i. I can explain the concept of carrying capacity.

Activities:


F.1.g. I can explain how organisms cooperate and compete in ecosystems.

I can explain how interrelationships and interdependencies of organisms may generate ecosystems that are stable for thousands of years.

Activities:

F.1.g. I can describe examples of competition, symbiosis, and predation.

Activities:


F.1.e. I can explain how energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores and decomposers.

Activities:

F.1.h. I can diagram the flow of energy using food webs, food chains, and pyramids (e.g., pyramid of energy, pyramid of biomass, and pyramid of numbers).

Activities:


A.1.a I can identify and clarify biological research questions and design experiments.

A.1.b I can manipulate variables in experiments using appropriate procedures. This means I can use controls and multiple trials.

A.1.c I can collect, organize, and analyze data accurately and precisely. This means using scientific techniques and mathematics in experiments.

A.1.d I can interpret results and draw conclusions. I can revise hypotheses as necessary and/or formulating additional questions or explanations.

A.1.e I can write and speak effectively to present and explain scientific results. This means using appropriate terminology and graphics.

A.1.f I can safely use laboratory equipment and techniques when conducting scientific investigations.

A.2.a I can use appropriate SI units for length, mass, time, temperature, quantity, area,


volume, and density.

I can describe the relationships among SI unit prefixes (e.g., centi-, milli-, kilo-).

I can describe how SI units are related to analogous English units

F.1.j. I can describe the growth of populations, including exponential and logistic growth (e.g., design and conduct an experiment investigating bacterial growth using

appropriate calculations).

Activities:


A.2.a. (literacy)

I can apply strategies before, during and after reading to increase fluency and comprehension. This means I can read for purpose, by previewing, scanning,

making predictions, comparing, inferring, summarizing, using graphic organizers.

F.1.l. I can read and describe current journal articles relating to environmental concerns (e.g., loss of biodiversity, habitat loss, pollution).

Activities:

F.1.m Discuss and evaluate the significance of human interference with major ecosystems (e.g., the loss of genetic diversity in cloned crops or animals)

Activities:


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