Lafayette Parish School System Biology I Curriculum Map
Unit 1: What is Science?
Reg Schedule – 3 Weeks (Aug 14-Sept 6)
4 x 4 – 1.5 Weeks (Fall Aug 14- Aug 28 Spring Jan 7 – Jan 21)
Approximately 18% and 9 Questions on the EOC Exam
Strand from EOC – Science as Inquiry
Unit Description--This unit introduces to the basics of science – scientific tools, microscopes, scientific method, and safety in
the science laboratory.
Student Understandings--This unit introduces to the basics of science – scientific tools, microscopes, scientific method, and
safety in the science laboratory
GLE #
Evidence / Assessments
Instructional Notes/Strategies
Additional
GLEs
Resources/Activities
of learning
correlated to the ELA
Common Core
SI 1.
I
Write a testable
question or hypothesis
when given a topic (SI-HA1)
Can students describe the
basic characteristics of
living things?
Textbook Correlations
Chap. 1
Focus:
Safety in the Lab
Students will learn about the
importance of understanding the
rules.
Teacher demonstration and optional
video on safety.
Activity 1-Safety in the Biology lab
Worksheets 1 & 2
BLM-Rules of Lab Conduct
Activity 2-Money and Microscope
Content Literacy Strategies
Learning Logs Opinnionaire Word
Grid SPAWN
Lab Safety test
Lab safety test
www.sciencebot.net
www.biologycorner.net
SI 5.
C
Utilize
mathematics,
organizational tools, and
graphing skills to solve
problems (SI- H-A3)
Application
2. Can students identify
basic scientific tools and
describe their use?
3. Can students identify the
parts of a microscope, their
functions and correct
operation?
Textbook Correlations
Chap. 1,
Focus:
Use of technology and tools in
science
Student will learn how to use the
microscope properly
Worksheet-Light Microscope
Students will learn the differences
between different types of graphs
and how to select the most
appropriate.
Making Graphs
23; Appendix B
TECH: BIOLOGY.com: Art in Motion:
Experimental
Design
(http://www. )
secretservice.gov/know_your_mon
ey.shtml
SI 1.
E
Write a testable
question or hypothesis
when given a topic (SI-HA1)
Application/Evaluation/Kno
wledge
4. Can students describe
the scientific method?
Textbook Correlations
Chap. 1,
Focus:
Scientific Method
Students will learn the difference
between inference and observation.
Activity 3-Thinking Like a Scientist
Worksheet –3 parts
“Observing/Inferring;”
“Thinking like a scientist”
“Writing the hypothesis w/an
explanation
Testing structural strength of
building CCSS
SI 3.
I
Plan and record
Textbook Correlations
step-by-step procedures for a Chap. 1
valid investigation, select
equipment and materials and
identify variables and
controls. (SI-H- A2)
SI 4
I
Conduct an
investigation that includes
multiple trials and record,
organize, and display data
appropriately (SI-H-A2)
Textbook Correlations
Chap. 1
Hide/Find Object Activity
SI 15
I
Analyze the
Textbook Correlations
conclusion from an
Chap. 1
investigation by using data to
determine its validity (SI-HB4)
Straw Hoop Plane CCSS
SI-9. E Write and
defend a conclusion based
on logical analysis of
experimental data
Can students write an
effective lab report?
Textbook Correlations
Chap. 1, pp. 16-23
Toilet Paper Test CCSS
Lafayette Parish School System Biology I Curriculum Map
Unit 2: Biology as the Science of Life
Reg Schedule – 5 Weeks (Sept 9 to Oct 11)
4 x 4 – 2.5 Weeks (Fall Aug 29-Sept 17 Spring Jan 22 – Feb 7)
Approximately 16% and 8 Questions on the EOC Exam
Strands from EOC – Interdependence of Organisms & Matter, Energy, and Organization of Living Systems
Unit Description--This unit introduces the concept of biology as the science of life. It engages students in exploring the importance
of biogeochemical cycles in the environment, the significance of maintaining balance within these cycles, and the role living
organisms play. The activities explored in this unit include the cycling of oxygen, carbon dioxide, and adenosine triphosphate
(ATP) during photosynthesis and cellular respiration. Other cycles that are explored include water, nitrogen, and phosphorous.
Activities in this unit also investigate trophic levels and energy flow within ecosystems.
Student Understanding--Students should be able to describe the characteristics of living things and explain how living things
interact with the nonliving aspects of their environment. They should be able to explain the dynamics of the process of
maintaining a balance within ecosystems and the role chemical processes (photosynthesis and cellular respiration) play in this
regard. Students are expected to have a general knowledge about various cycles (e.g., water, energy, and ATP) and how they
function around a continuing effort to achieve and maintain equilibrium. Students are also expected to recognize food and energy
hierarchy within an ecosystem.
GLE #
GLEs
SI-1. I
Write a testable question or
hypothesis
when given a topic (SI-HA1)
Evidence / Assessments of
learning
Application/Evaluation/Kno
wledge
1. Can students describe the
basic characteristics of
living things?
Instructional Notes/Strategies
Textbook Correlations
Unit 2Chapter 1.3,
Chap. 3, 4,
5, 6
Parts of
Chap. 8,
Chap. 9,
Focus:
“What is Life”
Will look at students’” points of view
rather than “correctness of their
opinion
Additional Resources
Characteristics of life websites:
Living or Nonliving CCSS
http://www.resa.net/nasa/biology_
systematics.htm
http://www.slideshare.net/cgales/c
haracteristics-of-life/
http://www.nclark.net/LifeStudy.
SI 3. I
Plan and record step-bystep
procedures for a valid
investigation, select
equipment and materials
and identify variables and
controls. (SI-H- A2)
Application/Evaluation/Kno
wledge
2. Can students describe the
scientific method?
Content Learning StrategyOpinnionaire
BLMWhat is Life
Students will work in groups of three
or four and observe an object and
decide if it is living or non-living
Activity—2 Levels of organization
Flash Cards
Pre-test- Aug 29; Post test Sept. 16,
2011
http://www.sciencebuddies.org/me
ntoring/project_ideas/PlantBio_p01
2.shtml
Textbook Correlations
Unit 2Chap. 4, 5, 6
Parts of
Chap. 8,
Chap. 9,
http://www.arcytech.org/java/pop
ulation/facts_foodchain.html
Focus:
“What is Life”
Will look at students’” points of view
rather than “correctness of their
opinion
Content Learning StrategyOpinnionaire
BLMWhat is Life
Students will work in groups of three
or four and observe an object and
decide if it is living or non-living
Learning Logs, Opinnionaire, Word Grid
SPAWN
ATP/ADP. A simple, animated
explanation of ATP and ADP
available online at
http://www.biologyinmotion.com/a
tp/
Food chains. Information and
explanation of terms about food
webs available at
http://library.thinkquest.org/11353
/food.htm?tqskip=1
Plant Growth and Nitrogen.
Suggestions on experimental
growth of plants using nitrogen
fertilizers available online at
http://www.sciencebuddies.org/m
entoring/project_ideas/PlantBio_p
012.shtml
SI-7
I
Choose appropriate
models to explain
scientific knowledge or
experimental results
(SI-H-A4)
SI-10. I
Given a description of
an experiment, identify
appropriate safety
measures
(SI-H-A7)
Textbook Correlations
Unit 2Chap. 4, 5, 6
Parts of
Chap. 8,
Chap. 9,
Comprehension/Analysis
3. Can students identify
appropriate safety measure
for a variety of laboratory
settings?
Textbook Correlations
Unit 2- Chap. 4, 5,6
Parts of Chap. 8, Chap. 9,
Focus:
Safety in the Lab Students will learn
about the importance of
understanding the rules.
Activity 1-Safety in the Biology lab
Worksheets 1 & 2
BLM-Rules of Lab Conduct an optional
video on safety.
Identify safety concerns when using
animals in the classroom and discuss
the ethical treatment of animals
Remind students to wear safety
goggles when working with chemicals.
Content Learning Strategies
Biome Jigsaw /Travel
Destination Activity
SI-5. C
LS--31
Utilize mathematics,
organizational tools, and
graphing skills to solve
problems (SI-H- A3)
Application
Making Graphs
SI-4
I
Conduct an investigation
that includes multiple
trials and record,
organize, and
display data
appropriately (SI-H-A2)
Application
SI-15
I
Analyze the conclusion from
an investigation by using
data to determine its
validity (SI-HB4)
Analysis
Textbook Correlations
Unit 2Textbook Correlations
Unit 2Chap. 4, 5, 6
Parts of
Chap. 8,
Chap. 9,
Focus:
Use of technology and tools in science
Activity 2-Using cards or Post-it
Notes® to produce a linking,
sequential graphic organizer or
concentric circles illustrating
relationships among the levels of
organization.
Textbook Correlations
Unit 2Chap. 4, 5, 6
Parts of
Chap. 8,
Chap. 9,
Textbook Correlations
Unit 2Chap. 4, 5, 6
Parts of
Chap. 8,
Chap. 9,
excellent information, activities,
and slides shows on the
characteristics of life:
http://www.resa.net/nasa/biology_
systematics.htm
http://www.slideshare.net/cgales/c
haracteristics-of-life/
Ecology in the Commons Area
CCSS
SI 9. E
Write and defend a
conclusion based on logical
analysis of experimental
data
Synthesis
4. Can students write an
effective lab report?
LS-31LS- 23, E-28, 29,
30;
ESS-1,2,3,
15 - I
Compare the levels of
organization in
the biosphere
(LS-H-E3)
SI-2.
I
Describe how investigations
can be observation,
description, literature
survey, classification, or
experimentation n. (SI-H-A2
LS-24. C
Analyze food webs by
predicting the
impact of the loss or gain
of an organism (LS-H-D2)
Textbook Correlations
Unit 2Chap. 4, 5, 6
Parts of
Chap. 8,
Chap. 9,
Unit 2
Chap. 4, 5, 6
Parts of
Chap. 8,
Chap. 9,
Activity 3: The cycling of Oxygen,
Carbon Dioxide, and ATP During
Photosynthesis and Cellular
Respiration
Analysis
Can students recognize the
dynamics of a population
and analyze the
consequences of the loss of
organisms in its food supply
or the impact of the loss of
one of its predators?
Activity 6: Food Chains and Trophic
Levels (LS GLEs: 24, 26, 27)
(Magazines photo analysis)
Textbook Correlations
Unit 2Textbook Correlations
Unit 2Chap. 4, 5, 6
Parts of
Chap. 8,
Chap. 9,
Comic Strip Illustrating the
relationship between
photosynthesis and cellular
respiration CCSS
Sticky Note Activity Food
Chain/Food Web CCSS
Information on the transfer of
energy in food webs can be found
at
http://www.arcytech.org/java/pop
ulation/facts_foodchain.html
A detailed description of this
project is available at
http://www.sciencebuddies.org/me
ntoring/project_ideas/PlantBio_p01
2.shtml
(LS -25.
Evaluate the efficiency of
the
flow of energy
and matter through a food
chain/pyramid
(LS-H-D2)
(LS -26.
Analyze the dynamics of a
population with and
without limiting factors (LSH-D3)
(LS -27.-I
Analyze positive and
negative effects of human
actions on
ecosystems (LS- H-D4) (SEH-A7)
(LS -28
I.
Explain why ecosystems
require a continuous input
of energy from the sun (LSH-E1)
Analysis/Evaluation
6. Can students analyze a
food web in order to trace 6the flow of energy in the
ecosystem shown?
Textbook Correlations
Unit 2Chap. 4, 5, 6
Parts of
Chap. 8,
Chap. 9,
Analysis/
Evaluation
7. Can students interpret a
food and energy pyramid
and explain why there is less
biomass at each level from
the base to the top of the
food pyramid?
Analysis/ Evaluation
Activity 8: (Active Reading strategies)
Human Impact (SI GLEs: 2; LS GLEs:26,
8. Can students analyze a
scenario to identify positive 27)
and negative effects of
human actions on an
ecosystem?
Analysis/Comprehension/E
valuation/Synthesis
9. Can students explain why
the Sun is vital to all
ecosystems?
Textbook Correlations
Unit 2Chap. 4, 5, 6
Parts of
Chap. 8,
Chap. 9,
Focus:
Explain that the cycling of oxygen,
carbon dioxide and energy will be
examined in this activity
Population Growth and Balance.
Information and activities on
population growth available online
at
http://www.arcytech.org/java/pop
ulation
Limiting Factor Experiment
When Growing Plants CCSS
Argument For/Against the
cutting down of trees, fields,
plants in order to build roads,
houses, shopping centers
CCSS
How people impact the planet as
well as consequences of
overpopulation:
http://www.populationeducation.o
rg
Food chains. Information
and explanation of terms about
food webs available at
http://library.thinkquest.org/11353
/food.htm?tqskip=1
Plant Growth and Nitrogen.
Suggestions on experimental
growth of plants using nitrogen
fertilizers available online at
http://www.sciencebuddies.org/me
ntoring/project_ideas/PlantBio_p01
2.shtml
(LS -29. I
Use balanced equations to
analyze the relationship
between photosynthesis
and cellular respiration
(LS- H-E1)
Application
10. Can students analyze
balanced equations of
photosynthesis and aerobic
respiration to explain the
relationship between these
two processes?
LS -30. I
Explain the role of
adenosine triphosphate
(ATP) in a cell
(LS-H-E2)
Analysis/Comprehension/E
valuation/Synthesis
LS -30. E
Explain the role of
adenosine
triphosphate (ATP) in a
cell (LS-H-E2)
11. Can students explain the
function of ATP in the cells
of living organisms?
10. Can students explain the
function of ATP in the cells
of living organisms?
Focus: Balancing equations; show the
relationship between photosynthesis
and cellular respiration
ATP/ADP. A simple, animated
explanation of ATP and ADP
available online at
http://www.biologyinmotion.com/a
tp/
Population Connection. Teaching
materials and activities available
online at
http://www.populationeducation.o
rg/index.php?option=com_content
&view=article&id=59&Itemid=10
Cell Respiration Yeast Lab
CCSS
Lafayette Parish School System Biology I Curriculum Map
Unit 3: The Cell
Reg Schedule: 4 weeks Oct 14 – Nov 8
4 x 4: 2 weeks Fall Sept 18 – Oct 2
Spring Feb 10 – Feb 21
Approximately 12% and 6 Questions on the EOC Exam
Strand from EOC – The Cell (GLE’s: Life Science 1-6)
Unit Description-- This unit introduces the students to the basic structure of cells and their differences, stressing the comparison of
plant and animal cells, the differences between prokaryotic and eukaryotic cells, transport mechanisms, and the role of enzymes,
and the process of cell division.
Student Understanding--This unit centers on cell structure and function. With this information students should recognize the
structure of cells (prokaryotic and eukaryotic) and their functions with regard to components of plants and animals, their ability to
transport water and other substances, their enzymatic properties, how they divide, and their ability to be defined as living
organisms
GLE #
GLEs
SI-1
E
Write a testable question or
hypothesis
when given a topic (SI-HA1)
Evidence / Assessments of
learning
Knowledge
1. Can students describe the
difference between
eukaryotic and prokaryotic
cells?
Instructional Notes/Strategies
Unit 3
Chap. 7, pp. 193-194
Chap. 8,9, & 10
Focus:
Review of plant and animal cell
structure and function
Introducing cells and cell theory
Content Learning Strategy- word grid
Activity 1: Differentiating Between
Various Types of Cells (Identifying
organisms under microscopes)
Activity 2: Differentiating Between
Types of Organelles (analysis
Additional Resources
http://www.cellsalive.com/
worksheet) (SI GLEs: 6, 8, 11; LS GLE:
2)
Report Cards - Sept. 30, 2011
1st 6-weeks
Pre-test Sept. 19, Post test Part 1 Cell
organelle-Oct. 7, 2011
SI-4
E
Conduct an investigation
that includes
multiple trials and record,
organize, and display data
appropriately
(SI-H-A2)
Application
3. Can students describe
how cells are affected by
varying concentrations of
solutions?
SI-5
C
Utilize mathematics,
organizational tools, an
graphing skills to solve
problems (SI-H- A3)
Application
3. Can students describe
how cells are affected by
varying concentrations of
solutions?
Unit 3
Chap. 7, pp. 193-194
Chap. 8, 9, & 10
The following website may be used
for review or reinforcement:
http://www.scienceman.com/scien
ce10/pgs/unit3.html
Focus:
Discuss and illustrate a typical cell
membrane
Determine the effects of isotonic,
hypertonic, and hypotonic solutions on
a cell
Discuss diffusion
- Good resource material for
teachers: includes PowerPoint®
presentations, games and puzzles,
instructions for lab activities.
Additional information is available
at
http://www.slideshare.net/cgales/c
Activity 5: The Movement of Materials haracteristics-of-life/ and
Into and Out of Cells (SI GLEs: 1, 9, 10;
http://www.resa.net/nasa/biology_
LS GLE: 5)
systematics.htm
Characteristics of Life. Available
online at
Chap. 7, Chap. 8,
http://www.nclark.net/LifeStudy
9, & 10
Focus:
Discuss and illustrate a typical cell
membrane
Determine the effects of isotonic,
hypertonic, and hypotonic solutions on
a cell
Discuss diffusion
Egg Diffusion Lab CCSS
Activity 5: The Movement of Materials
Into and Out of Cells (SI GLEs: 1, 9, 10;
LS GLE: 5)
SI-6, E
Use technology when
appropriate to
enhance laboratory
investigations and
presentations of findings (SIH- A3)
Application
5. Can students describe the
function of enzymes in a
chemical reaction?
Chap. 7
Chap. 8,9, & 10
Activity 1: Differentiating Between
Various Types of Cells (SI GLEs: 6, 10,
11; LS GLE: 1) (identifying organisms
under microscopes)
http://www.slideshare.net/cgales/
characteristics-of-life/
http://www.resa.net/nasa/biology
_systematics.htm
Cells. Available online at
http://www.scienceman.com/scie
nce10/pgs/unit3.html#topic2
Focus:
Explain the role of enzymes
Use an experimental design
assessment rubric
8-C
Give an example of how new
scientific data
can cause an existing
scientific explanation to be
supported, revised, or
rejected (SI-HA5)
Comprehension
Can students identify cell
organelles and describe the
functions of cells?
Activity 7: Enzyme Action—Bubbles,
Bubbles Everywhere (SI GLEs: 1, 4, 9,
10; LS GLE: 3)
Organelle Campaign CCSS
Unit 3 Chap. 7, Chap. 8, 9 &10
Focus:
Use analogies to discuss cell functions
Scientific theory is accepted only if it is
supported by repeated evidence
Literacy strategy: SPAWN, learning log
Activity 2: Differentiating Between
Types of Organelles (SI GLEs: 6, 8, 11;
LS GLE: 2)
SI-9
E
Write and defend a
conclusion
based on logical analysis of
experimental data (SI-H-A6)
(SI-H-A2)
Knowledge/Evaluation
5. Can students describe the
function of enzymes in a
chemical reaction?
Unit 3
Chap. 7, pp. Chap. 8 & 9
Focus:
Explain the role of enzymes
Use an experimental design
assessment rubric
Activity 7: Enzyme Action—Bubbles,
Bubbles Everywhere (SI GLEs: 1, 4, 9,
10; LS GLE: 3)
10
E
Given a description of an
experiment,,
identify appropriate safety
measures (SI-H-A7)
11
E
Evaluate selected
theories based on
supporting scientific
evidence (SI-HB1)
Comprehension
5. Can students describe the
function of enzymes in a
chemical reaction?
Comprehension
1. Can students describe the
difference between
eukaryotic and prokaryotic
cells?
Chap. 8 & 9
Focus:
Explain the role of enzymes
Use an experimental design
assessment rubric
Discuss safety measures
Activity 7: Enzyme Action—Bubbles,
Bubbles Everywhere (SI GLEs: 1, 4, 9,
10; LS GLE: 3)
Unit 3
Chap. 7 Chap. 8,9 & 10
Focus:
Review of plant and animal cell
structure and function
Introducing cells and cell theory
Content Learning Strategy- word grid
Activity 1: Differentiating Between
Various Types of Cells
for good explanations of enzyme
action:
http://users.rcn.com/jkimball.ma.ul
tranet/BiologyPages/E/Enzymes.ht
ml
LS-1
E
Compare prokaryotic
and eukaryotic cells (LS-HA1)
Can students describe the
difference between
eukaryotic and prokaryotic
cells?
Unit 3
Chap. 7, Chap. 8,9 & 10
Focus: Review of plant and animal cell
structure and function
Introducing cells and cell theory
Content Learning Strategy- word grid
Activity 1: Differentiating Between
Various Types of Cells
LS-2
E
Identify and describe
structural and
functional differences
among organelles (LS- HA1)
Analysis/Evaluation
Can students identify cell
organelles and describe the
functions of cells?
Unit3
Chap. 7, pp.
Chap. 8,9 & 10
Focus:
Explain the role of enzymes Use an
experimental design assessment rubric
Discuss safety measures
Activity 7: Enzyme Action—Bubbles,
Bubbles Everywhere (SI GLEs: 1, 4, 9,
10; LS GLE: 3
LS-4
E
Compare active and passive
cellular transport(LS-HA2)
Analysis
Can students differentiate
among the forms of cell
transport?
Unit 3
Chap. 7, pp. 193-194
Chap. 8,9 & 10
Focus:
Compare and differentiate between
active and passive transport
Activity 6: Active and Passive
Transport (LS GLE: 4)
LS-5
E
Analyze the movement of
water across a cell
membrane in hypotonic,
isotonic, and
hypertonic solutions (LS-HA2)
LS-9
E
Compare mitosis and
meiosis (LS-HB2)
Analysis
3. Can students describe
how cells are affected by
varying concentrations of
solutions?
Knowledge
6. Can students describe the
process of mitosis?
7. Can students predict the
number of chromosomes in
a cell before and after
mitosis?
Unit 3
Chap. 7, pp.
Chap. 8,9 & 10
Focus:
Discuss and illustrate a typical cell
membrane
Determine the effects of isotonic,
hypertonic, and hypotonic solutions on
a cell
Discuss diffusion
Activity 5: The Movement of Materials
Into and Out of Cells (SI GLEs: 1, 9, 10;
LS GLE: 5
Unit 3
Chap. 7, Chap.
8,9 & 10
Focus:
Review microscope techniques
Slide preparation
Review safety measures
Outline the phases of mitosis
Literacy Strategies: Learning Logs
Activity 8: Comparison of Mitotic Cells
(LS GLE: 9)
Lafayette Parish School System Biology I Curriculum Map
Unit 4: Heredity
Reg Schedule 4 Weeks Nov 11 – Dec 13
4 x 4 – 2 weeks Fall Oct 3 – Oct 18 Spring Feb 24 – March 14
Approximately 10% and 5 Questions on the EOC Exam
Strand from EOC – The Molecular Basis of Heredity (GLE’s: Life Science 7-13)
Unit Description --Students will be introduced to tasks that incorporate the basics of cellular reproduction, embryological
development, the mechanisms of inheritance, exploration of the role of nucleic acids in protein synthesis, they are introduced to
basic patterns of inheritance as well as techniques used in biotechnology.
Student Understandings--Students should develop an understanding of the concepts of mitosis and meiosis, be able to explain the
structure and function of DNA and RNA and relate these to protein synthesis.
GLE #
GLEs
SI 5. C
Utilize mathematics,
organizational tools, and
graphing skills to solve
problems (SI-H- A3)
Evidence / Assessments of
learning
Application
10. Can students complete a
simple Punnett square to
predict the genotypic and
phenotypic ratios in the
offspring using genes for a
dominant-recessive trait?
12. Can students read and
interpret a pedigree chart?
Can the students discern
when the pedigree is the
most useful tool for
identifying patterns of
inheritance?
Instructional Notes/Strategies
Unit 4
Chap. 11—pp. 306-332
Chap. 12, --pp.336-353
Chap. 13, --pp. 360-389
Chap. 14, --pp. 390--415
Chap. 15—pp. 416-446
Focus:
Use of Punnett square to predict
phenotypic and genotypic outcomes of
monohybrid cross
Chapter Mystery: Green Parakeets
p. 307 Solution
q. Skills Lab—p. 330 Focus:
Analyze pedigree charts
Activity 4b: Basic Genetics – The
Monohybrid Cross
Activity 5: The Pedigree Chart
Additional Resources
Star Genetics Website to model
generations of breeding
http://star.mit.edu/genetics/index.
html
This website can be used as a
demonstration by the teacher or
the students can work
individually or in pairs.
SI 7
I
Choose appropriate
models to explain
scientific knowledge or
experiments results (e.g.,
objects, mathematical
relationships plans,
schemes, examples, roleplaying
computer situations) (SIH-A4)
Application
1. Can students compare
and contrast the processes
of mitosis and meiosis?
2. Can students predict the
number of chromosomes in
a cell before and after
mitosis, and after meiosis?
Can they explain the
difference in number of
chromosomes in meiosis?
5. Can students determine
the function and chemical
composition of DNA and
RNA?
6. Can students replicate a
DNA molecule using the
correct chemical
compounds and sequence of
bases?
7. Can students describe the
roles of DNA and RNA in the
synthesis of proteins?
8. Can students explain the
relationship between DNA
Textbook Correlations-Unit 4
Chap. 11—
Chap.--12
Chap. 13, -Chap. 14, -Chap. 15—
Focus:
Activity 1: Comparison of Mitosis and
Meiosis (SI GLE: 7; LS GLE: 9) (adapted
create visual guide cell cards)
Will observe and organize events of
mitosis and meiosis
Will compare the two processes
Content Literacy Strategy – Word grid
BLM – Word Grid for Comparison of
Mitosis and Meiosis
Focus:
Structure and function of DNA and RNA
Protein synthesis
Activity 2: A Very Simple Explanation
(SI GLEs: 11, 13, 14, 16; LS GLE: 7)
(adapted rap A-T G-C)
The website
http://science.nhmccd.edu/biol/bio
1int.htm#cycle includes animations
that can help students understand
the differences between mitosis
and meiosis
Easter Egg Genetics
http://www.accessexcellence.o
rg/AE/ATG/data/released/0256AnneBuchanan/
I use this activity after students
have been doing Punnett
squares so that they can practice
and also to introduce
codominance.
and proteins and explain the
importance of proteins in
the function of living
organisms?
10. Can students complete a
simple Punnett square to
predict the genotypic and
phenotypic ratios in the
offspring using genes for a
dominant-recessive trait?
12. Can students read and
interpret a pedigree chart?
Can the students discern
when the pedigree is the
most useful tool for
identifying patterns of
inheritance?
Activity 3: The Nucleic Acids – DNA
and RNA
Activity 3: The Nucleic Acids-DNA and
RNA (SI GLE: 7; LS GLE: 7) ( Adapted
Paper DNA 2D build)
Activity 4: Simulating Protein
Synthesis (SI GLE: 7; LS GLE: 8)
(Adapted Student Role Play Protein
Synthesis)
Activity 4b: Basic Genetics – The
Monohybrid Cross
Activity 5: The Pedigree Chart
SI 9. E
Write and defend a
conclusion based on logical
analysis of experimental
data (SI-H-A6) (SI-H-A2)
Knowledge/Evaluation
1. Can students compare
and contrast the processes
of mitosis and meiosis?
2. Can students predict the
number of chromosomes in
a cell before and after
mitosis, and after meiosis?
Can they explain the
difference in number of
chromosomes in
meiosis?
The article which can be found at
http://www.nature.com/nature/dn
a50/watsoncrick.pdf marked a
discovery that has been one of
the most profound in all of the
history of science.
If Internet access is available, have
students visit the website
http://science.nhmccd.edu/bio1int.
htm#dna and then select one of
the animations that best suits your
teaching style
. If Internet access is available, the
following website has tutorials on
replication, transcription, and
translation:
http://www.biology.arizona.edu/m
olecular_bio/problem_sets/nucleic
_acids/nucleic_acids_1.html
Websites for reference,
Activity 5: The Pedigree Chart (SI GLEs: demonstration, or enrichment
5, 7; LS GLEs: 10, 17) (Queen Elizabeth concerning protein synthesis:
http://www.accessexcellence.org/A
critical thinking; Student family
E/ATG/data/released/0151pedigree chart)
CharlesZaremba/index.html or
http://science.nhmccd.edu/biol/bio
Activity Gene therapy and recombinant
1int.htm#protein. After reaching
DNA
the latter site, select the animation
that best suits your teaching style
Activity 1: Comparison of Mitosis and
Meiosis
SI 11
E
Evaluate selected theories
based
on supporting scientific
evidence (SI-H- B1)
Comprehension
5. Can students determine
the function and chemical
composition of DNA and
RNA?
SI 13
C
Identify scientific
evidence that has caused
modifications in previously
accepted theories (SI-H- C2)
SI 14
C
Cite examples of scientific
advances and
main technologies
and how they affect society
(e.g. MRI, DNA in forensics)
(SHH-B3)
Analyze
5. Can students determine
the function and chemical
composition of DNA and
RNA?
Application/Evaluation
5. Can students determine
the function and chemical
composition of DNA and
RNA?
13. Can students cite
examples of artificial
hybrids, such as ones
created via genetic
engineering?
14. Can students provide ten
examples of useful products,
organisms, or processes
currently being produced by
or used in bioengineering?
15. Can students describe
positive and negative
aspects of bioengineering?
Focus:
Discuss the discovery of the DNA
molecule
Scientific methods and peer review
used for new discoveries
BLM – Molecular Structure of Nucleus
Acids
Activity 2: A Very Simple Explanation
http://science.nhmccd.edu/bio1int.
htm#dna
tutorials on replication,
transcription, and translation:
http://www.biology.arizona.edu/m
olecular_bio/problem_sets/nucleic
_acids/nucleic_acids_1.html
Students watch Gattaca CCSS
Focus:
Advances in gene therapy and genetic
engineering
BLM – Specific Assessment Rubric
Activity 2: A Very Simple Explanation
Activity 6: Recombinant Gene
Technology and Genetic Engineering
SI 16
C
Use the following rules of
evidence to examine
experimental results:
Can an expert’s technique
or theory be
tested, has been tested, or is
it simply a subjective,
conclusive approach that
cannot be reasonably
assessed for reliability?
Has the technique or
theory been
subjected to peer review
and publication? What is the
known or potential rate
of error of the technique
or
theory when applied?
Were standards and
controls
applied and maintained?
e) Has the technique or
theory been generally
accepted in the scientific
community? (SIH-B5) (SI-H-B1) (SI-H-B4)
Application
5. Can students determine
the function and chemical
composition of DNA and
RNA?
Activity 2: A Very Simple Explanation
LS 6
C
Analyze a diagram of a
developing
zygote to determine when
cell differentiation occurs
(LS-H- A3)
Analyze
3. Can students differentiate
between reproduction and
growth?
LS 7
E
Identify the basic structure
and function of nucleic
acids (e.g. DNA, RNA) (LSH-B1)
Comprehension
5. Can students determine
the function and chemical
composition of DNA and
RNA?
6. Can students replicate a
DNA molecule using the
correct chemical
compounds and sequence of
bases?
7. Can students describe the
roles of DNA and RNA in the
synthesis of proteins?
8. Can students explain the
relationship between DNA
and proteins and explain the
importance of proteins in
the function of living
organisms?
Unit 4
Chap. 12, -Focus:
Protein synthesis
Activity 3: The Nucleic Acids – DNA
and RNA Activity 3: The Nucleic AcidsDNA and
RNA (SI GLE: 7; LS GLE: 7) ( Adapted
Paper DNA 2D build)
Activity 4a: Simulating Protein
Synthesis
LS 8
E
Describe the relationships
among DNA, genes,
chromosomes, and
proteins (LS-H-B1)
Knowledge
4. Can students explain the
relationship between genes,
chromosomes, and
proteins?
5. Can students determine
the function and chemical
composition of DNA and
RNA?
6. Can students replicate a
DNA molecule using the
correct chemical
compounds and sequence of
bases?
7. Can students describe the
roles of DNA and RNA in the
synthesis of proteins?
8. Can students explain the
relationship between DNA
and proteins and explain the
importance of proteins in
the function of living
organisms?
Unit 4
Chap. 13, -- Activity 3: The Nucleic
Acids – DNA and RNA
Activity 4a: Simulating Protein
Synthesis
LS 9
E
Compare mitosis and
meiosis (LS-HB2)
Analyze
Activity 1: Comparison of Mitosis and
1. Can students compare and Meiosis
contrast the processes of
mitosis and meiosis?
2. Can students predict the
number of chromosomes in
a cell before and after
mitosis, and after meiosis?
Can they explain the
difference in number of
chromosomes in meiosis?
http://www.sumanasinc.com/webc
ontent/anisamples/molecularbiolog
y/plasmidcloning_fla.html for a
good animation of recombinant
DNA and bacterial cloning.
LS 10
E
Analyze pedigrees to
identify patterns of
inheritance for common
genetic
disorders (LS-H- B3)
LS 11
E
Calculate the probability
of
genotypes and phenotypes
of offspring given the
parental H-B3)
genotypes (LS-
LS 12
C
Describe the processes
used in modern
biotechnology related to
genetic engineering (LSH-B4) (LS-H-B1)
Evaluation
12. Can students read and
interpret a pedigree chart?
Can the students discern
when the pedigree is the
most useful tool for
identifying patterns of
inheritance?
Comprehension
9. Can students differentiate
between the terms genotype
and phenotype? Can the
students provide examples?
10. Can students
complete a simple
Punnett square to predict
the genotypic and
phenotypic ratios in the
offspring using genes for a
dominant-recessive trait?
11. Can students describe
the difference between a
monohybrid and a dihybrid
cross?
Activity 5: The Pedigree Chart
Unit 4
Chap. 14, --pp. 390—415
Chapter Mystery---The Crooked Cell—
Solution
Comprehension
13. Can students cite
examples of artificial
hybrids, such as ones
created via genetic
engineering?
Activity 6: Recombinant Gene
Technology and Genetic Engineering
Unit 4
Chap. 15—
Chapter Mystery—A Case of Mistaken
Identity—.
useable pedigrees:
http://www.biologycorner.com/bio
4/notes/pedigrees.php and
www.horton.ednet.ns.ca/staff/selig
/handouts/bio12/mengenetics/slpe
digrees.pdf
LS 13
C
Identify possible positive
and negative effects
of advances in biotechnology
(LS-H-B4) (LS-H- B1)
Comprehension
Activity 6: Recombinant Gene
14. Can students provide ten Technology and Genetic Engineering
examples of useful products,
organisms, or processes
currently being produced by
or used in bioengineering?
15. Can students describe
positive and negative
aspects of bioengineering?
Stem Cells. Available online at
http://stemcells.nih.gov/info. This
website has a wide range of
information about stem cells and is
appropriate for both teaches and
students.
LS 17
I
Describe and illustrate how
factors affect gene
frequency in a population
over time and their
consequences (LS-H-C3)
Knowledge/Application
Activity 5: The Pedigree Chart
9. Can students differentiate
between the terms genotype
and phenotype? Can the
students provide examples?
10. Can students complete a
simple Punnett square to
predict the genotypic and
phenotypic ratios in the
offspring using genes for a
dominant-recessive trait?
12. Can students read and
interpret a pedigree chart?
Can the students discern
when the pedigree is the
most useful tool for
identifying patterns of
inheritance?
useable pedigrees:
http://www.biologycorner.com/bio
4/notes/pedigrees.php and
www.horton.ednet.ns.ca/staff/selig
/handouts/bio12/mengenetics/slpe
digrees.pdf
Lafayette Parish School System Biology I Curriculum Map
Unit 5: Change Over Time (Includes Earth & Space Science)
6 Weeks Dec 16 – Feb 7 (Broken up due to winter break)
4 x 4 – 3 Weeks Fall Oct 21 – Nov 8 Spring March 17 – April 4
Approximately 22% and 11 Questions on the EOC Exam
Strands from EOC – Biological Evolution (GLE’s: Life Science 14-22) and Earth & Space Science (GLE’s: Earth & Space Science 1-3, 13, 15, 17, 18, 22)
Unit Description --Students will be introduced to tasks that incorporate the basics of cellular reproduction, embryological
development, the mechanisms of inheritance, exploration of the role of nucleic acids in protein synthesis, they are introduced to
basic patterns of inheritance as well as techniques used in biotechnology.
Student Understandings--Students should develop an understanding of the concepts of mitosis and meiosis, be able to explain the
structure and function of DNA and RNA and relate these to protein synthesis.
GLE #
GLEs
LS 16 E
Explain how
DNA evidence and the
fossil
record support
Darwin’s theory of evolution
(LSH-C2)
Evidence / Assessments of
learning
Evaluation/Analysis
3. Can students discern why
fossils are important to the
understanding of evolution?
4. Can students name one
example from the fossil
record that supports that
evolution has occurred?
5. Can students describe
radioactive dating? Can
students relate how it is
used to determine the age of
a fossil? 6. Can students
describe how DNA and
proteins can be used as
evidence to support the
theory evolution?
Instructional Notes/Strategies
Textbook Correlations
Chapt. 16,17, & 19 See detailed
units for activities,
textbook correlations,
GLEs and websites
Focus:
Activity 1: The Fossil Record as
Evidence for Evolution (SI GLEs: 8, 11,
13; LS GLEs: 14, 16; ESS GLEs: 17, 18,
22) (Adapted Show and analyze
fossils; Radioactive dating)
Review for mid-terms Midterm dates
Dec. 15-20, 2011
Pretest-Nov. 28, post test Dec. 9, 2011
(Refer to Activity 1 from GLE 14
Above)
Additional Resources
http://www.enchantedlearning.co
m/subjects/Geologictime.html
provides a detailed geologic time
line and the website
http://www.ucmp.berkeley.edu/fos
rec/BarBar.html offers an on-line
lesson plan for the study of fossils
in rock layers.
LS 33 E
Compare structure to
function of
organs in a variety of
organisms (LSH-F1)
Evaluation
2. Can students describe two
major ideas Darwin put
forth in the Origin of
Species?
7. Can students provide
some examples and explain
how natural selection
occurs?
Textbook Correlations
Chapt. 1
Chapt. 16, See detailed units for
activities,
textbook correlations,
GLEs and websites
Adaptations Police Lineup
Focus:
Activity 2: Evidence for Evolution
Based on Organ-System Comparisons
(SI GLEs: 6, 7, 8, 11, 13; LS GLEs: 14,
33) Comparative embryology
homologous structures)
(Refer to Activity 2 from GLE 14
Above)
ESS 17 C
Determine the relative
ages of
rock layers in a
geologic profile or crosssection
(ESS-H-C2)
Evaluation
5. Can students describe
radioactive dating? Can
students relate how it is
used to determine the age of
a fossil?
Textbook Correlation,
Chapt. 16,17, & 19
See detailed units for activities,
textbook correlations,
GLEs and websites
The following website has
information on DNA in fossils:
http://news.bbc.co.uk/2/hi/science
/nature/4260334.stm
Focus:
Activity 1: The Fossil Record as
Battle of the Beaks CCSS
Evidence for Evolution (SI GLEs: 8, 11,
13; LS GLEs: 14, 16; ESS GLEs: 17, 18,
22) Adapted Show and analyze fossils;
Radioactive dating)
(Refer to Activity 1 from GLE 14
Above)
ESS 18 C
Use data from radioactive
dating techniques to
estimate the age of earth
materials (ESS- H-C2)
Application/Comprehension
5. Can students describe
radioactive dating? Can
students relate how it is
used to determine the age of
a fossil?
Textbook Correlations
Chapt. 16,17,
& 19
See detailed units for activities,
textbook correlations,
GLEs and websites
Focus:
Activity 1: The Fossil Record as
Evidence for Evolution (SI GLEs: 8, 11,
13; LS GLEs: 14, 16; ESS GLEs: 17, 18,
22) Adapted Show and analyze fossils;
Radioactive dating)
(Refer to Activity 1 from GLE 14
Above)
ESS 22 E
Analyze data related to a
variety of
natural processes to
determine the time frame
of
the changes involved (eg
formation of
sedimentary rock layers,
deposition of ash layers,
fossilization of plant or
animal
species) (ESS-H- C5)
Analysis
7. Can students provide
some examples and explain
how natural selection
occurs?
8. Can students explain
whether or nor the
antibiotic resistance of
microbes is evidence for
evolution?
Textbook Correlations
Chapt. 16,17, &
19
See detailed units for activities,
textbook correlations,
GLEs and websites
Focus:
Activity 1: The Fossil Record as
Evidence for Evolution (SI GLEs: 8, 11,
13; LS GLEs: 14, 16; ESS GLEs: 17, 18,
22) (Adapted Show and analyze
fossils; Radioactive dating)
(Refer to Activity 1 from GLE 14
Above)
SI 6 E
Use technology when
appropriate to enhance
laboratory investigations
and presentations of
findings (SI-H- A3)
Application
5. Can students describe
radioactive dating? Can
students relate how it is
used to determine the age of
a fossil?
6. Can students describe
how DNA and proteins can
be used as evidence to
support the theory
evolution?
Focus:
Activity 2: Evidence for Evolution
Based on Organ-System Comparisons
(SI GLEs: 6, 7, 8, 11, 13; LS GLEs: 14,
33)
(Comparative embryology homologous
structures)
Activity 3: Adaptation (SI GLEs: 6, 7;
LS GLE: 14)
(Evolution and adaptation video
discussion) (De-evolutionized student
competition)
Activity 4: Evolution as a Biological
Theme (SI GLEs: 6, 7, 11, 13; LS GLE:
14)
(Refer to Activities 2, 3 and 4 from GLE
14 above)
SI 7 I
Choose appropriate
models to explain
scientific knowledge or
experiments results (eg
objects, mathematical
relationship plans,
examples, role playing
computer
situations) (SI- H-A4)
Application
5. Can students describe
radioactive dating? Can
students relate how it is
used to determine the
age of a fossil?
Focus:
Activity 2: Evidence for Evolution
Based on Organ-System Comparisons
(SI GLEs: 6, 7, 8, 11, 13; LS GLEs: 14, 33)
(Comparative embryology homologous
structures)
Activity 3: Adaptation (SI GLEs: 6, 7;
LS GLE: 14)
(Evolution and adaptation video
discussion) (De-evolutionized student
competition
Activity 4: Evolution as a Biological
Theme (SI GLEs: 6, 7, 11, 13; LS GLE:
14)
(Refer to Activities 2, 3 and 4 from GLE
14 above)
http://nsm1.nsm.iup.edu/rgendron
/EvolutionOnTheWeb.shtml. At this
site, scroll down to nothing makes
sense in biology except in light of
evolution and click on homologies.
Next, scroll down and locate the
forearm structures.
SI 8 C
Give an example of how new
scientific data
can cause an existing
scientific explanation to be
supported, revised, or
rejected. (SI-HA5)
Comprehension
1. Can students identify
Charles Darwin and what he
contributed to the
understanding of science?
Focus:
Activity 1: The Fossil Record as
Evidence for Evolution (SI GLEs: 8, 11,
13; LS GLEs: 14, 16; ESS GLEs: 17, 18,
22)
(Adapted Show and analyze fossils;
Radioactive dating)
(Refer to Activity 1 from GLE 14 above)
SI 11 E
Evaluate selected theories
based on supporting
scientific evidence (SI-H- B1)
Comprehension
1. Can students identify
Charles Darwin and what he
contributed to the
understanding of science?
2. Can students describe two
major ideas Darwin put
forth in the Origin of
Species?
Focus:
Activity 1: The Fossil Record as
Evidence for Evolution (SI GLEs: 8, 11,
13; LS GLEs: 14, 16; ESS GLEs: 17, 18,
22)
(Adapted Show and analyze fossils;
Radioactive dating)
(Refer to Activity 1 GLE 14 Above)
Activity 2: Evidence for Evolution
Based on Organ-System Comparisons
(SI GLEs: 6, 7, 8, 11, 13; LS GLEs: 14,
33) Comparative embryology
homologous structures)
Activity 4: Evolution as a Biological
Theme (SI GLEs: 6, 7, 11, 13; LS GLE:
14)
(Refer to Activity 1, 2 and 4 from GLE
14 Above)
DNA in fossils. Available online at
http://news.bbc.co.uk/2/hi/science
/nature/4260334.stm. Describes
technology used to extract DNA
from fossils.
Evolution. (2003). Chicago, IL:
WGBH. Available online at
http://www.pbs.org/wgbh/evolutio
n. This web site explains many
aspects of evolution, including
Darwin, change, extinction, and
survival.
SI 13 E
Identify scientific evidence
that has caused
modifications in previous
accepted theories. (SI-H- C2)
Analysis
8. Can students explain
whether or not the
antibiotic resistance of
microbes is evidence for
evolution?
Focus:
Activity 1: The Fossil Record as
Evidence for Evolution (SI GLEs: 8, 11,
13; LS GLEs: 14, 16; ESS GLEs: 17, 18,
22)
(Adapted Show and analyze fossils;
Radioactive dating)
Evolution on the Web for Biology
Students. Available online at
http://nsm1.nsm.iup.edu/rgendron
/EvolutionOnTheWeb.shtml. This
site contains information about
geologic time scales and evidence
supporting evolution.
Activity 2: Evidence for Evolution
Based on Organ-System Comparisons
(SI GLEs: 6, 7, 8, 11, 13; LS GLEs: 14,
33)
Comparative embryology homologous
structures
Activity 4: Evolution as a Biological
Theme (SI GLEs: 6, 7, 11, 13; LS GLE:
14)
“Geologic Time Scale.” Enchanted
Learning. Available online at
http://www.enchantedlearning.co
m/subjects/Geologictime.html.
This site has information on
geologic time scales and pivotal
events.
Mitochondrial DNA in fossils.
Available online at
http://www.talkorigins.org/faqs/ho
ms/mtDNA.html. This site has
information on mitochondrial DNA
found in Neanderthals
(Refer to Activity 1, 2 and 4 from GLE
14 Above)
Lafayette Parish School System Biology I Curriculum Map
Units 5, 6, & 9: Classifications and Patterns of Behavior
2 Weeks Feb 10 – Feb 21
4 x 4 – 1 week Fall Nov 11 – Nov 15 Spring Apr 7 – Apr 11
Approximately 11% and 6 Questions on the EOC Exam
Strand for EOC – Systems and the Behavior of Organisms (GLE’s: Life Science 15, 18, 19, 20, 35,36)
Unit Description--This unit involves students in identifying the characteristics used to define life, as we know it, on planet Earth
and the systems used to organize these life forms into various groups (e.g., classification). It also focuses on the effects various
stimuli can have on organism behavior. Both plants and animals will be included, with an emphasis on how responses relate to
the survival of the species.
Student Understandings--This unit centers on the characteristics and behavioral traits of all forms of life. With this information,
students should identify similarities and differences in life forms and classify examples according to identifiable traits and place
them in the proper taxonomic categories.
Organisms (plants and animals) react to stimuli in different ways and in varying amounts. Students will be able to explain plant
and animal responses to stimuli and relate the survival value of these responses.
GLE #
GLEs
1 SI E
Write a testable question or
hypothesis when given a
topic (SI-H-A1)
Evidence / Assessments of
learning
Knowledge
7. Can students describe the
role they play in animal
behavior?
6. Can students differentiate
between innate behavior
and learned behavior?
2 SI I
Describe
how
investigations can be
observation, description,
literature survey,
classification, or
experimentatio n. (SI-H-A2)
Knowledge
2. Can students list and
describe the six kingdoms of
organisms?
Instructional Notes/Strategies
Additional Resources
Textbook Correlations Chapters 17, 18
Focus:
Review safety issues
Design an investigation to test animal
behavior and response to stimuli
Activity 6: Investigating Animal
Behavior (SI GLEs: 1, 3, 4, 9, 10, 15; LS
GLEs: 35, 36)
Basics: Classification,
Nomenclature, and Key Making.
Available online at
http://csdl.tamu.edu/FLORA/tfplab
/lab1a.htm
Classification lesson plans and
interactive activities for students
and teachers. Available at
Focus:
How to research topics
Identify characteristics of the 6 major
kingdoms
Literacy strategy: graphic organizer
Dichotomous key for classification
of fruits. Available online at
http://cps.bu.edu/download/gk12/
materials/dichotomous_key.doc
Activity 2: Kingdoms and Phyla (SI
GLEs: 2, 6, 7; LS GLEs: 19, 20)
http://www.nclark.net/Classification
3 SI I
Plan and record step-bystep
procedures for a
valid investigation,
select equipment and
materials, and identify
variables and
controls (SI-H- A2)
Synthesis
7. Can students describe the
role they play in animal
behavior?
SI-4
E
Conduct an investigation
that includes
multiple trials and record,
organize, and display data
appropriately (SI-H-A2)
Application
7. Can students describe the
role they play in animal
behavior?
I-6
E
Use technology when
appropriate to enhance
laboratory investigations
and presentations of
findings (SI-H- A3)
Application
2. Can students list and
describe the six kingdoms of
organisms?
6. Can students differentiate
between innate behavior
and learned behavior?
6. Can students differentiate
between innate behavior
and learned behavior?
Focus:
Review safety issues
Design an investigation to test animal
behavior and response to stimuli
Resources:
Animal behavior lesson plans.
Available online at
http://www.accessexcellence.org/A
E/AEC/AEF/1994/peebles_behavior.
html
Activity 6: Investigating Animal
Behavior (SI GLEs: 1, 3, 4, 9, 10, 15; LS
GLEs: 35, 36)
Focus:
Review safety issues
Design an investigation to test animal
behavior and response to stimuli
Activity 6: Investigating Animal
Behavior (SI GLEs: 1, 3, 4, 9, 10, 15; LS
GLEs: 35, 36)
Investigations with isopods.
Available online at
http://www.biologycorner.com/wo
rksheets/isopod.html
Focus:
How to research topics
Identify characteristics of the 6 major
kingdoms
Literacy strategy: graphic organizer
Appropriate use of computers
Links to a variety of animal behavior
resources. Available online at
http://asab.nottingham.ac.uk/web/
societies.php
Activity 2: Kingdoms and Phyla (SI
GLEs: 2, 6, 7; LS GLEs: 19, 20)
NOVA on Honey Bees. Available
online at
http://www.pbs.org/wgbh/nova/be
es/
SI I
Choose appropriate
models to explain
scientific knowledge or
experimental results (e.g.,
objects, mathematical
relationships, plans,
schemes,
examples, role- playing,
computer simulations) (SIH-A4)
Application
1. Can students differentiate
among the terms taxonomy,
classification, and
nomenclature?
SI-9
E
Write and defend a
conclusion
based on logical analysis of
experimental data (SI-H-A6)
(SI-H-A2)
Knowledge/Evaluation
2. Can students list and
describe the six kingdoms of
organisms?
3. Can students define the
term trait?
Focus:
Designing an experiment
How plants respond to stimuli
The meaning of tropism
literacy strategy: graphic organizer
Activity 5: Response of a Plant to Light
Stimulus—Phototropism (SI GLEs: 9,
15; LS GLEs: 35, 36)
SI- 10
E
Given a description of an
experiment,, identify
appropriate
safety measures
(SI-H-A7)
Comprehension
7. Can students describe the
role they play in animal
behavior?
Focus:
Review safety issues
Design an investigation to test animal
behavior and response to stimuli
Activity 6: Investigating Animal
Behavior (SI GLEs: 1, 3, 4, 9, 10, 15; LS
GLEs: 35, 36)
2. Can students list and
describe the 6 kingdoms of
life?
Candy Classification System
Focus:
How are earth’s organisms organized? CCSS
What are the seven basic taxonomic
categories?
What is the importance of binomial
nomenclature?
Literacy strategy: learning logs
Activity 1: General Classification (SI
GLE 7; LS GLE: 18) (dichotomous key)
Jan. 17, Report Card 3rd 6-weeks
Pre-test Jan. 4
Post test Jan. 20, 2012
6. Can students differentiate
between innate behavior
and learned behavior?
An excellent on-line lesson plan is
available at
http://www.accessexcellence.org/A
E/AEC/AEF/1994/peebles_behavior.
html. This module allows students
to investigate animal behavior
SI -12
C
Cite
evidence
that
scientific investigations
are conducted for many
different reasons. (SI-HB2)
Comprehension
6. Can students differentiate
between learned behavior
and innate behavior?
SI -15
C
Analyze the conclusion from
an investigation by using
data to determine its
validity (SI-HB4)
Analysis
2. Can students list and
describe the six kingdoms of
organisms?
3. Can students define the
term trait?
LS -15
E
Compare the embryological
development of
animals in different phyla
(LS-H-A3)
Evaluation
2. Can students list and
describe the six kingdoms of
organisms?
4. Can students list five
easily identifiable traits of
human beings?
Focus:
Why do scientists conduct
investigations?
Innate behavior vs. learned behavior
Literacy Strategy: Graphic Organizer
Activity 8: Innate and Learned
Behavior (SI GLE: 12; LS GLEs: 35, 36)
Focus:
Designing an experiment
How plants respond to stimuli
The meaning of tropism
Literacy strategy: graphic organizer
Activity 5: Response of a Plant to Light
Stimulus—Phototropism (SI GLEs: 9,
15; LS GLEs: 35, 36) (Phototropism
and Gravatropism video
demonstration and analysis)
Focus:
Embryonic development
Identifiable traits of human beings
Resources:
http://cas.bellarmine.edu/tietjen/Evolutio
n/Species%20Concepts/Hox%20and%20
Embryo.htm
Activity 4: Embryological
Development (SI GLEs: 5, 7; LS GLE:
15)
LS- 18
E
Classify organisms from
different kingdoms at
several taxonomic levels,
using a
dichotomous key (LS-HC4)
LS -19
C
Compare characteristics of
the major
kingdoms (LS-H-C5)
Analyze
1. Can students differentiate
among the terms taxonomy,
classification, and
nomenclature?
2. Can students list and
describe the six kingdoms of
organisms?
5. Can students define and
describe a dichotomous
key?
Focus:
How are earth’s organisms organized?
What are the seven basic taxonomic
categories?
What is the importance of binomial
nomenclature?
Utilizing a dichotomous key
Literacy strategy: learning logs
Evaluation
1. Can students differentiate
among the terms taxonomy,
classification, and
nomenclature?
2. Can students list and
describe the six kingdoms of
organisms?
Focus:
How are earth’s organisms organized?
What are the seven basic taxonomic
categories?
Activity 1: General Classification (SI
GLE 7; LS GLE: 18)
Activity 3: Taxonomic Classification
(SI GLE: 7; LS GLEs: 19, 20)
(Classification of Shoes)
What is the importance of binomial
nomenclature?
Utilizing a dichotomous key
Literacy strategy: learning logs
Activity 1: General Classification (SI
GLE 7; LS GLE: 18)
http://www.biologycorner.com/wo
rksheets/isopod.html; this site gives
detailed instructions for
investigations with isopods or “rolly
pollys.”
LS -20
E
Analyze differences in
life cycles of
selected organisms in
each of the kingdoms (LS-HC6)
Analyze
2. Can students list and
describe the six kingdoms of
organisms?
3. Can students define the
term trait?
Focus:
Organizing organisms into their
appropriate kingdoms
Importance of scientific names
Literacy strategy: graphic organizer
LS -35
E
Explain how selected
organisms
respond to a variety of
stimuli (LS-H- F3)
Analyze/Evaluate/
Synthesize
6. Can students differentiate
between learned behavior
and innate behavior?
Focus:
Which is more important, social
behavior or individual behavior?
Survival of the species
Literacy strategies: SQPL, learning logs
7. Can students define the
term, pheromones? Can
students describe the role
they play in animal
behavior? Can students
provide examples?
8. Can students explain why
a bird will ignore a rabbit in
its territory, but aggressively
attempt to
discourage a member of its
own species?
Activity 7: Social Structure and
Behavior (SI GLE: 6; LS GLEs: 35, 36)
(Video Discussion and class
demonstration analysis of wild to
human behavior)
Activity 3: Taxonomic Classification
(SI GLE: 7; LS GLEs: 19, 20)
Show the class a video such as the
NOVA video on honeybees found at
http://www.pbs.org/wgbh/nova/be
es;
LS -36
E
Explain how behavior
affects the survival of
species (LS-HF4)
Analyze/Evaluate/
Synthesize
6. Can students differentiate
between learned behavior
and innate behavior?
7. Can students define the
term, pheromones? Can
students describe the role
they play in animal
behavior? Can students
provide examples?
8. Can students explain why
a bird will ignore a rabbit in
its territory, but
aggressively attempt to
discourage a member of its
own species?
Focus:
Which is more important, social
behavior or individual behavior?
Survival of the species
Literacy strategies: SQPL, learning logs
Resources:
http://www.pbs.org/wgbh/nova/bees
Activity 7: Social Structure and
Behavior (SI GLE: 6; LS GLEs: 35, 36)
Lafayette Parish School System Biology I Curriculum Map
Units 7 & 8: The Human Body – Its Structures, Systems, Balance, Health, and Disease
8 Weeks Feb 24 – May 2 (broken up for spring break)
4 x 4 – 4 Weeks Fall Nov 18 – Dec 20 (broken up due to Thanksgiving ) Spring Apr 14 – May 19 (includes spring break)
Approximately 11% and 6 Questions on the EOC Exam
Strand for EOC – Personal and Community Health (GLE’s: Life Science 32-34, 37-42)
Unit Description— This unit introduces students to the structure and systems of the human body. This unit will examine the
interaction of the various systems, how a balance (homeostasis) is maintained within the systems, and factors that affect the
health and proper functioning of the systems (e.g., drugs, alcohol, disorders, and disease organisms). In addition, the student will
explore areas related to maintaining good health through recognition of causes, symptoms, treatments, and prevention of major
diseases. Mechanisms of disease transmission and the role of the human immune system will also be investigated.
Student Understandings-- The human body is be understood as a living organism, and students should be provided information
and experiences that will enable them to explain the structure and function of the body systems, major organs, and processes that
maintain homeostasis and life. Students will be able to describe the connections between the system, diseases and conditions of
that system, and the importance of health maintenance.
GLE #
GLEs
LS 21 E
Compare the structures,
functions, and cycles of
viruses to those of cells (LSH-C7)
Evidence / Assessments of
learning
Evaluation:
7.Can students differentiate
between active and passive
immunity?
11.Can students describe
the mechanism of disease
transmission and processes
of infection?
12.Can students describe
viruses?
13.Can students discern if
antibiotics are effective for
treatment of viral
Instructional Notes/Strategies
Textbook Correlations
Chapt. 20 & 30-35
Focus:
Activity 18: Viruses (SI GLEs: 7, 11; LS
GLEs: 21, 38)
Students construct Venn diagram after
research of viruses. Discuss how cells
are damaged by viruses and HIV/AIDS
information.
Content Literacy Strategies
Technology: Internet
Additional Resources
Argument For/Against Viruses
as living things CCSS
Show movie Contagion CCSS
Virtual Pig Dissection. Available
online at
http://www.whitman.edu/biology/
vpd/main.html
http://mail.fkchs.sad27.k12.me.us/f
kchs/vpig and
The Whole Brain Atlas offers
imagery of the brain. Available
online at
http://www.med.harvard.edu/AAN
LIB/home.html
LS 22 E
Describe the role of
viruses in causing
disease and conditions (eg
AIDS, common colds,
smallpox,
influenza, warts) (LS-HC7) (LS-H-G2)
infections? Can students
explain why a physician
might prescribe an
antibiotic, knowing that the
patient has a viral infection?
Venn diagram
Access Excellence at the National
Health Museum provides
information and resources about
health issues. Available online at
http://www.accessexcellence.org/H
HQ/
Comprehension:
4.Can students describe how
the various systems of the
human body interact?
8.Can students explain the
relationship between
vaccinations and immunity?
Textbook Correlations
Digestive & Excretory Chapt. 30,
Nervous
Chapt. 31, Skeletal, Muscular,
Integumentary Chapt. 32
Circulatory & respiratory Chapt. 33,
Endocrine & Reproductive Chapt. 34,
Immune & Disease Chapt. 35,
Focus:
Activity 20: The Disease Chain (SI
GLEs: 7, 14; LS GLEs: 22, 38, 39, 41,
42)
Students construct a chain based on
germ theory model, where six links are
given for chain “links”. Students are
then assigned a disease in which to
research and present in pamphlet
form.
Chain are then brought in to determine
which link removal would stop the
disease.
Technology: Internet
Cells Alive provides information on
cell biology, microbiology, and
immunology. Available online at
http://www.cellsalive.com
Content Literacy Strategies
BLM- Health and Disease Pamphlet
rubric
Centers for Disease Control and
Prevention provides information on
a wide variety of health concerns.
Available online at
http://www.cdc.gov/
The Chain of Infection provides an
animated explanation of the chain
of infection. Available online at
http://www.wisconline.com/object
s/index_tj.asp?objID=NUR1603
Infection Control for Nursing
Students, City Colleges of Chicago
provides practical information on
the spread of diseases. Available
online at http://faculty.ccc.edu/trinfectioncontrol/situation1.htm
LS 32 E
Analyze the interrelationshi
ps of organs in
major systems (LS-H-F1)
(LS-H- E3)
Analysis:
1.Can students describe the
functions of the human body
systems?
2.Can students identify and
locate the major organs of
each body system?
3.Can students discuss the
functions of the major
organs of the body systems?
4.Can students describe how
the various systems of the
human body interact?
Textbook Correlations
Chapt. 40,
Focus:
Activity 2: The Brain, Nerve Fibers,
and the Neuron (SI GLEs: 6, 7, 14; LS
GLE: 33) (Adapted Nerve sensitivity
test)
End at the beginning of May to be
preparaed for EOC. Lab dissections
will occur May 7-18. Finals 21-24.
Virology provides the Big Picture
Book of Viruses. Available online at
http://www.Tulane.edu/~dmsander
/garryfavweb.html
Activity 3: The Nervous System/Brain,
Peripheral, and Autonomic Systems (SI
GLEs: 6, 7, 14; LS GLEs: 32, 33, 34)
Group work where students are
assigned sections of the nervous
system to prepare class presentation.
(Students will explore parts of the
brain and reflexes. Students will create
a Flow chart and Visual depiction of
CNS and PNS)
Technology: Internet
The Secret Life of the Brain: offers a
three-dimensional tour of the brain.
Available online at
http://www.pbs.org/wnet/brain/3d
Activity 4: The Endocrine System (SI
GLE: 2; LS GLEs: 32, 34)
An investigation of homeostasis and
the endocrine system. Students will
prepare a graphic organizer. Body
outlines can be used to portray
location of various glands.
Virtual Museum of Bacteria
provides a tutorial on bacteria.
Available online at
http://www.bacteriamuseum.org/
map.shtml
Immune System: information on all
aspects of the human immune
system. (March 2001). Available
online at
http://uhaweb.hartford.edu/BUGL/
immune.htm
Endocrine System: an interactive
tutorial on the endocrine system.
Available online at
http://www.innerbody.com/image/
endoov.html
Content Literacy Strategies
BLM – Endocrine System
Graphic Organizer
Activity 5: The Skeletal System (SI
GLEs: 6, 7; LS GLEs: 32)
Students are given a miniature replica
of human skeletons then locate and
name bones and joints.
Technology: Internet
Activity 6: The Structure of Bone (SI
GLEs: 7; LS GLEs: 32, 33)
Students dissect bone to observe
structure and components.
Technology: Internet
Content Literacy Strategies
Learning Log
Brainstorming
Activity 7: The Muscle System (LS
GLEs: 32, 33)
Students sketch and describe
differences between the types of
muscle tissues using microscope
slides. Identification of flexors and
extensors is included via website.
Technology: Internet
Activity 8: Introduction to Anatomy:
Vertebrate Dissection (SI GLEs: 6, 10,
The Body Tissue: information and
photographs of tissue types.
Available online at
http://www.microscopyuk.org.uk/mag/indexmag.html?http
://www.microscopyuk.org.uk/mag/artaug02/gohisto.ht
ml
Biology: a wide variety of
animations and tutorials on human
anatomy and physiology. North
Harris College Department of
Biology. Available online at
http://science.nhmccd.edu/biol/#
14; LS GLEs: 32, 33)
Students dissect and compare to other
vertebrates (frog, fetal pig or cat)
Virtual dissections may be substituted.
Technology: Internet
Activity 9: A Closer Look at the
Organs/Organ Systems/Respiratory
and Circulatory Systems (SI GLEs: 6, 7,
14; LS GLEs: 32, 33, 34)
Dissection of a heart: students view
and compare to human heart while
tracing the flow of blood.
Technology: Internet
Content Literacy Strategies
RAFT with role of blood cell
Learning Log
Activity 10: Blood Cells and Blood
Pressure (SI GLEs: 6, 7; LS GLEs: 32,
34)
Students view components of blood
microscopically. Review functions and
components of blood via website or
microscope slide. Blood pressure is
also performed by students.
Technology: Internet
Activity 11: The Anatomy of the
Digestive System (SI GLEs: 7, 10; LS
GLEs: 32, 33, 34)
Students explore the digestive system
with specimen used for dissection in
Activity 8. Prepare to human digestive Food Label Activity CCSS
system.
Technology: Internet
Menu Plan Activity CCSS
Activity 12: The Excretory (Urinary)
System (SI GLEs: 6, 7, 14; LS GLEs: 32,
33, 34)
Using same organism from Activity 8,
list all organs used in the excretory
system. Prepare drawing or label
diagram of nephron and parts of
kidney.
Technology: Internet
Activity 13: The Reproductive System
(SI GLEs: 6, 7; LS GLEs: 32, 33, 34)
Using same organism from Activity 8,
list all organs used in the reproductive
system. Identify all parts and discuss
functions. Includes STDs and virus
transmission.
Technology: Internet
Content Literacy Strategies
Learning Logs
Activity 14: Basic Embryology and Cell
Differentiation (SI GLEs: 5, 7; LS GLEs:
6)
Students discover stage of cell
differentiation and development using
models and illustrations. Umbilical
cord and placenta are also discussed.
Technology: Internet
Content Literacy Strategies
SQPL
Activity 15: The Immune System (SI
GLEs: 6, 7, 14; LS GLEs: 32, 39)
Topic: HIV and AIDS Students explore
disease and disease transmission using
a battle plan approach. Included are
discussion of T cells, B cells, infectious
agents and the immune system.
Technology: Internet
LS 33 E
Compare structure to
function of organs in a
variety of organisms (LSH-F1)
Evaluation:
1.Can students describe the
functions of the human body
systems?
2.Can students identify and
locate the major organs of
each body system?
3.Can students discuss the
functions of the major
organs of the body systems?
4.Can students describe how
the various systems of the
human body interact?
Textbook Correlations
Digestive & Excretory Chapt. 30, pp.
860 - 888
Nervous Chapt. 31,
Skeletal, Muscular, Integumentary
Chapt. 32
Circulatory & respiratory
Chapt. 33,
Endocrine & Reproductive
Chapt. 34,
Immune & Disease Chapt. 35,
Focus:
Activity 2: The Brain, Nerve Fibers,
10.Can students draw and
label the developmental
stages of a fertilized cell,
beginning with a fertilized
animal egg (zygote) and
going through to the
gastrula phase?
and the Neuron (SI GLEs: 6, 7, 14; LS
GLE: 33)
Process guide containing questions for
exploration concerning the nerves,
signal travel and function. Includes
writing of summary with
accompanying sketches.
Technology: Internet
Content Literacy Strategies
BLM- Nervous System Process Guide
Learning Log
Activity 3: The Nervous System/Brain,
Peripheral, and Autonomic Systems (SI
GLEs: 6, 7, 14; LS GLEs: 32, 33, 34)
Group work where students are
assigned sections of the nervous
system to prepare class presentation.
Students will explore parts of the brain
and reflexes.
Technology: Internet
Activity 7: The Muscle System (LS
GLEs: 32, 33)
Students sketch and describe
differences between the types of
muscle tissues using microscope
slides. Identification of flexors and
extensors is included via website.
Technology: Internet
Activity 8: Introduction to Anatomy:
Vertebrate Dissection (SI GLEs: 6, 10,
14; LS GLEs: 32, 33)
Students dissect and compare to other
vertebrates (frog, fetal pig or cat)
Virtual dissections may be substituted.
Technology: Internet
Activity 9: A Closer Look at the
Organs/Organ Systems/Respiratory
and Circulatory Systems (SI GLEs: 6, 7,
14; LS GLEs: 32, 33, 34)
Dissection of a heart: students view
and compare to human heart while
tracing the flow of blood.
Technology: Internet
Content Literacy Strategies
RAFT with role of blood cell
Learning Log
Activity 11: The Anatomy of the
Digestive System (SI GLEs: 7, 10; LS
GLEs: 32, 33, 34)
Students explore the digestive system
with specimen used for dissection in
Activity 8. Prepare to human digestive
system.
Technology: Internet
Activity 12: The Excretory (Urinary)
System (SI GLEs: 6, 7, 14; LS GLEs: 32,
33, 34)
Using same organism from Activity 8,
list all organs used in the excretory
system. Prepare drawing or label
diagram of nephron and parts of
kidney.
Technology: Internet
Activity 13: The Reproductive System
(SI GLEs: 6, 7; LS GLEs: 32, 33, 34)
Using same organism from Activity 8,
list all organs used in the reproductive
system. Identify all parts and discuss
functions. Includes STDs and virus
transmission.
Technology: Internet
Content Literacy Strategies
Learning Logs
LS 34 E
Explain how body
systems
maintain
homeostasis
(LS-H-F2)
Analysis/Evaluation/Synthe
sis
5.Can students identify
mechanisms that maintain
the balance, called
homeostasis, within each
system? Can students
provide some specific
examples?
Focus:
Activity 3: The Nervous System/Brain,
Peripheral, and Autonomic Systems (SI
GLEs: 6, 7, 14; LS GLEs: 32, 33, 34)
Group work where students are
assigned sections of the nervous
system to prepare class presentation.
Students will explore parts of the brain
and reflexes.
Technology: Internet
Textbook Correlations
Digestive & Excretory Chapt. 30, pp.
860 - 888
Nervous Chapt. 31,
Skeletal, Muscular, Integumentary
Chapt. 32
Circulatory & respiratory
Chapt. 33,
Endocrine & Reproductive
Chapt. 34,
Immune & Disease Chapt. 35,
Activity 4: The Endocrine System (SI
GLE: 2; LS GLEs: 32, 34)
An investigation of homeostasis and
the endocrine system. Students will
prepare a graphic organizer. Body
outlines can be used to portray
location of various glands. (Need to
know hormone activity student
guided)
Content Literacy Strategies
BLM – Endocrine System
Graphic Organizer
Activity 9: A Closer Look at the
Organs/Organ Systems/Respiratory
and Circulatory Systems (SI GLEs: 6, 7,
14; LS GLEs: 32, 33, 34)
Dissection of a heart: students view
and compare to human heart while
tracing the flow of blood.
Technology: Internet
Content Literacy Strategies
RAFT with role of blood cell
Learning Log
Activity 10: Blood Cells and Blood
Pressure (SI GLEs: 6, 7; LS GLEs: 32,
34)
Students view components of blood
microscopically. Review functions and
components of blood via website or
microscope slide. Blood pressure is
also performed by students.
Technology: Internet
Activity 11: The Anatomy of the
Digestive System (SI GLEs: 7, 10; LS
GLEs: 32, 33, 34)
Students explore the digestive system
with specimen used for dissection in
Activity 8. Prepare to human digestive
system.
Technology: Internet
Activity 12: The Excretory (Urinary)
System (SI GLEs: 6, 7, 14; LS GLEs: 32,
33, 34)
Using same organism from Activity 8,
list all organs used in the excretory
system. Prepare drawing or label
diagram of nephron and parts of
kidney.
Technology: Internet
Activity 13: The Reproductive System
(SI GLEs: 6, 7; LS GLEs: 32, 33, 34)
Using same organism from Activity 8,
list all organs used in the reproductive
system. Identify all parts and discuss
functions. Includes STDs and virus
transmission.
Technology: Internet
Content Literacy Strategies
Learning Logs
LS 37 C
Explain how fitness and
health
maintenance can result in
a
longer human life span (LSH-
Analysis/Evaluation/Synthe
sis
9.Can students provide
specific examples of fitness
and health maintenance
strategies that might affect
each of the systems studied
and that might result in a
longer life span?
Textbook Correlations
Chapt. 35
Focus:
Activity 21: School Health Day Activity
(SI GLE: 6; LS GLEs: 37, 38, 41, 42)
G1)
Students explore health issues of
importance to teenagers. The class
conducts a school health day to inform
other students of the
dangers/problems associated with
these issues. Students become the
expert on their condition using the
Professor know it all format.
Technology: Internet
Content Literacy Strategies
Previously constructed pamphlet
Professor know it all
LS 38 I
Discuss mechanisms of
disease
transmission
and processes of infection
(LS-H- G2) (LS-H-G4)
Comprehension:
6.Can students name and
explain the functions of the
components of the human
immune system?
14.Can students explain why
certain bacteria become
immune/resistant to certain
antibiotics? Can students
explain why this is a
problem?
Focus:
Activity 18: Viruses (SI GLEs: 7, 11; LS
GLEs: 21, 38)
Students construct Venn diagram after
research of viruses. Discuss how cells
are damaged by viruses and HIV/AIDS
information.
Technology: Internet
Content Literacy Strategies
Venn diagram
Activity 20: The Disease Chain (SI
GLEs: 7, 14; LS GLEs: 22, 38, 39, 41,
42)
Students construct a chain based on
germ theory model, where six links are
given for chain “links”. Students are
then assigned a disease in which to
research and present in pamphlet
form.
Chain are then brought in to determine
which link removal would stop the
disease.
Technology: Internet
Content Literacy Strategies
BLM- Health and Disease Pamphlet
rubric
Activity 21: School Health Day Activity
(SI GLE: 6; LS GLEs: 37, 38, 41, 42)
Students explore health issues of
importance to teenagers. The class
conducts a school health day to inform
other students of the
dangers/problems associated with
these issues. Students become the
expert on their condition using the
Professor know it all format.
Technology: Internet
Content Literacy Strategies
Previously constructed pamphlet
Professor know it all
Activity 22: A Look at Fungi (SI GLEs:
1, 2, 3, 9, 12; LS GLE: 38) Students
grow fungi on various surfaces and
make general observations in a log.
Lab report is constructed based on
difference in fungal growth ie light,
ventilation. Technology: Internet
Content Literacy Strategies
BLM – Lab report rubric
Brainstorming
Textbook Correlations
Chapt. 35,
LS 39 E
Compare the functions of
the basic components of the
human immune system (LSH-G3)
Evaluation:
6.Can students name and
explain the functions of the
components of the human
immune system?
Focus:
Activity 15: The Immune System (SI
GLEs: 6, 7, 14; LS GLEs: 32, 39)
Topic: HIV and AIDS Students explore
disease and disease transmission using
a battle plan approach. Included are
discussion of T cells, B cells, infectious
agents and the immune system.
Technology: Internet
Content Literacy Strategies Professor
know it all strategy
Activity 19: The Immune System (LS
GLE: 39)
Students create graphic organizers to
associate vocabulary and visual
aspects of the Immune system. Use of
antibiotics is discussed.
Technology: Note taking
Content Literacy Strategies
BLM – Use of Antibiotics
Graphic organizer
Split page note taking
Activity 20: The Disease Chain (SI
GLEs: 7, 14; LS GLEs: 22, 38, 39, 41,
42)
Students construct a chain based on
germ theory model, where six links are
given for chain “links”. Students are
then assigned a disease in which to
research and present in pamphlet
form.
Chain are then brought in to determine
which link removal would stop the
disease.
Technology: Note taking
Content Literacy Strategies
BLM- Health and Disease Pamphlet
rubric
Textbook Correlations
Chapt. 40
LS 40 E
Determine the relationship between vaccination and
immunity (LS-H- G3)
Application:
8. Can students explain the relationship between
vaccinations and immunity?
LS 41 E
Describe causes, symptoms, treatments, and preventions of
major communicable and non- communicable
diseases (LS-H- G4)
Knowledge:
11.Can students describe the mechanism of disease
transmission and processes
of infection?
Content Literacy Strategies
Professor know it all stratgey
Textbook Correlations
Chapt. 35, pp. 1008 - 1029
Focus:
Activity 16: Types of Immunization (SI
GLEs: 7, 14; LS GLE: 40)
Students research active and passive
immunities. Students prepare a report
of antibodies, duration and side effects
of a specific disease. Oral
presentations using “professor know it
all” are given as the expert.
Focus:
Activity 17: Bacteria (SI GLEs: 4, 9, 10;
LS GLE: 41)
Lab report is to be constructed using
the growth of bacteria from student
collected swabs. Observations are
made and data recorded. Students
must determine types of bacteria in
specimen using various websites
Staphylococcus aureus or MRSA). If
Internet access is available, the
following website has information
on this strain of bacteria:
http://www.webmd.com/a-to-zguides/methicillin-resistantstaphylococcus-aureus-mrsaoverview.
Content Literacy Strategies
BLM lab report rubric
Activity 20: The Disease Chain (SI
GLEs: 7, 14; LS GLEs: 22, 38, 39, 41,
42)
Students construct a chain based on
germ theory model, where six links are
given for chain “links”. Students are
then assigned a disease in which to
research and present in pamphlet
form.
Chain are then brought in to determine
which link removal would stop the
disease.
Technology: Internet
Content Literacy Strategies
BLM- Health and Disease Pamphlet
rubric
Activity 21: School Health Day Activity
(SI GLE: 6; LS GLEs: 37, 38, 41, 42)
Students explore health issues of
importance to teenagers. The class
conducts a school health day to inform
other students of the
dangers/problems associated with
these issues. Students become the
expert on their condition using the
Professor know it all format.
Technology: Internet
Previously constructed pamphlet
Content Literacy Strategies
Professor know it all
Textbook Correlations
Chapt. 35, pp. 1008 - 1029
LS 42 E
Summarize the uses of
selected technological
developments related to the
prevention, diagnosis, and
treatment of diseases or
disorders (LS-H- G5)
Synthesis/Evaluation
15.Can students define the
term germ theory? Can
students provide examples?
Focus:
Activity 20: The Disease Chain (SI
GLEs: 7, 14; LS GLEs: 22, 38, 39, 41,
42)
Students construct a chain based on
germ theory model, where six links are
given for chain “links”. Students are
then assigned a disease in which to
research and present in pamphlet
form.
Chain are then brought in to determine
which link removal would stop the
disease.
Technology: Internet
Content Literacy Strategies
BLM- Health and Disease Pamphlet
rubric
Activity 21: School Health Day Activity
(SI GLE: 6; LS GLEs: 37, 38, 41, 42)
Chapt Students explore health issues of
importance to teenagers. The class
conducts a school health day to inform
other students of the
dangers/problems associated with
these issues. Students become the
expert on their condition using the
Professor know it all format.
Technology: Internet
Content Literacy Strategies
Previously constructed pamphlet
Professor know it all
Textbook Correlations
Chapt. 35, pp. 1008 1029
SI 1 E
Write a testable question or
hypothesis
when given a topic (SI-HA1)
Knowledge
9.Can students provide
specific examples of fitness
and health maintenance
strategies that might affect
each of the systems studied
and that might result in a
longer life span?
Activity 22: A Look at Fungi (SI GLEs:
1, 2, 3, 9, 12; LS GLE: 38) Students
grow fungi on various surfaces and
make general observations in a log.
Lab report is constructed based on
difference in fungal growth ie light,
ventilation. Technology: Internet
Content Literacy Strategies
BLM – Lab report rubric
Brainstorming
SI 2 I
Describe how
investigations can be
observations,
description, literature
survey, classification or
experimentatio n. (SI-H-A2)
Knowledge:
13.Can students discern if
antibiotics are effective for
treatment of viral
infections? Can students
explain why a physician
might prescribe an
antibiotic, knowing that the
patient has a viral infection?
Focus:
Activity 2: The Brain, Nerve Fibers,
and the Neuron (SI GLEs: 6, 7, 14; LS
GLE: 33)
Process guide containing questions for
exploration concerning the nerves,
signal travel and function. Includes
writing of summary with
accompanying sketches.
Technology: Internet
Content Literacy Strategies
BLM- Nervous System Process Guide
Learning Log
Activity 22: A Look at Fungi (SI GLEs:
1, 2, 3, 9, 12; LS GLE: 38)
Students grow fungi on various
surfaces and make general
observations in a log. Lab report is
constructed based on difference in
fungal growth ie light, ventilation.
Technology: Internet
Content Literacy Strategies
BLM – Lab report rubric
Brainstorming
SI 3 I
Plan and record step-by-step
procedures for a valid
investigation, select
equipment and materials,
and identify
variables and controls (SIH- A2)
Synthesis:
9.Can students provide
specific examples of fitness
and health maintenance
strategies that might affect
each of the systems studied
and that might result in a
longer life span?
Focus:
Activity 22: A Look at Fungi (SI GLEs:
1, 2, 3, 9, 12; LS GLE: 38)
Students grow fungi on various
surfaces and make general
observations in a log. Lab report is
constructed based on difference in
fungal growth ie light, ventilation.
Technology: Internet
Content Literacy Strategies
BLM – Lab report rubric
Brainstorming
SI 4 E
Conduct an investigation
that includes multiple
trials and record,
organize, and
display data
appropriately (SI-H-A2)
Application:
9.Can students provide
specific examples of fitness
and health maintenance
strategies that might affect
each of the systems studied
and that might result in a
longer life span?
Focus:
Activity 17: Bacteria (SI GLEs: 4, 9, 10;
LS GLE: 41)
Lab report is to be constructed using
the growth of bacteria from student
collected swabs. Observations are
made and data recorded. Students
must determine types of bacteria in
specimen using various websites
Content Literacy Strategies
BLM lab report rubric
SI 6 E
Use technology when
appropriate to
enhance laboratory
investigations and
presentations of findings
(SI-H- A3)
Application:
1.Can students describe the
functions of the human body
systems?
Focus:
SI 7 I
Choose appropriate
models to
explain scientific
knowledge or
experiments results
(e.g., objects,
mathematical
relationships plans,
schemes, examples, roleplaying computer
situations) (SIH-A4)
Application:
14.Can students explain why
certain bacteria become
immune/resistant to certain
antibiotics? Can students
explain why this is a
problem?
Focus:
All above mentioned activities.
All above mentioned activities.
Activity 11: The Anatomy of the
Digestive System (SI GLEs: 7, 10; LS
GLEs: 32, 33, 34)
Students explore the digestive system
with specimen used for dissection in
Activity 8. Prepare to human digestive
Technology: Internet
SI 9 E
Write and defend a
conclusion
based on logical analysis of
experimental data (SI-H-A6)
(SI-H-A2)
Knowledge/Evaluation:
14.Can students explain
why certain bacteria
become
immune/resistant to
certain antibiotics? Can
students explain why this is
a problem?
Focus:
Activity 17: Bacteria (SI GLEs: 4, 9, 10;
LS GLE: 41)
Lab report is to be constructed using
the growth of bacteria from student
collected swabs. Observations are
made and data recorded. Students
must determine types of bacteria in
specimen using various websites
Content Literacy Strategies
BLM lab report rubric
SI 10 E
Given a description of
an experiment,, identify
appropriate safety measures
(SI-H-A7)
Activity 22: A Look at Fungi
(SI GLEs:
1, 2, 3, 9, 12; LS
GLE: 38) Students
grow fungi on
various surfaces
and make general
observations in a log.
Lab report is
constructed based on
difference in fungal
growth ie light,
ventilation.
Technology: Internet
Activity 1: From Cells to Tissues (SI
GLEs: 6, 10)
Chart given to students to rate
understanding of each term before
discussion. Students rate
understanding before and after class
discussion, etc.
Content Literacy Strategies
BLM- Vocabulary Self Awareness
Activity 8: Introduction to Anatomy:
Vertebrate Dissection (SI GLEs: 6, 10,
14; LS GLEs: 32, 33)
Students dissect and compare to other
vertebrates (frog, fetal pig or cat)
Virtual dissections may be substituted.
Technology: Internet
Content Literacy Strategies
BLM – Lab report rubric
Brainstorming
Comprehension:
13.Can students discern if
antibiotics are effective for
treatment of viral
infections? Can students
explain why a physician
might prescribe an antibiotic,
knowing that the patient has a
viral infection
Activity 17: Bacteria (SI GLEs: 4, 9, 10;
LS GLE: 41)
Lab report is to be constructed using
the growth of bacteria from student
collected swabs. Observations are
made and data recorded. Students
must determine types of bacteria in
specimen using various websites
SI 11 E
Evaluate selected theories
based
on supporting scientific
evidence (SI-H- B1)
Comprehension:
15.Can students define the
term germ theory? Can
students provide examples?
Focus:
Activity 18: Viruses (SI GLEs: 7, 11; LS
GLEs: 21, 38)
Students construct Venn diagram after
research of viruses. Discuss how cells
are damaged by viruses and HIV/AIDS
information.
Technology: Internet
Content Literacy Strategies
Venn diagram
SI 12 C
Cite evidence that
scientific investigations
are conducted for many
different reasons (SIHB2)
Comprehension:
15.Can students define the
term germ theory? Can
students provide examples?
Focus:
Activity 22: A Look at Fungi (SI GLEs:
1, 2, 3, 9, 12; LS GLE: 38)
Students grow fungi on various
surfaces and make general
observations in a log. Lab report
is nstructed based on difference in
fungal growth ie light, ventilation.
Technology: Internet
Content Literacy Strategies BLM – Lab
report rubric Brainstorming
Content Literacy Strategies
BLM lab report rubric
procedures for growing fungi can
be found at
http://herbarium.usu.edu/fungi/Fu
nFacts/moist_chamber.htm
SI 14 C
Cite examples of scientific
advances and main
technologies and how
they
affect society (e.g. MRI, DNA
in forensics) (SHH-B3)
Application/Evaluation:
13. Can students discern if
antibiotics are effective for
treatment of viral
infections? Can students
explain why a physician
might prescribe an
antibiotic, knowing that the
patient has a viral infection?
Focus:
Activities: 2, 3, 8, 9, 12, 15, 16, 20 from
above