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