Mapping Performance Outcomes by Month (September – January)
Teacher: Ms. Scott
Course: : Living Environment
Grade Team: 9th Grade Team
September
October
November
December
January
Write down the Performance Outcomes based on New York State standards/Regents for each month. Use the Curriculum Mapping Template for outcomes and then break down outcomes by
month. Consider that your units may extend from one month into another.
Unit 1: Scientific Inquiry
Unit 1/ Unit 2: Ecology
Students will be able to understand…
Students will be able to understand….
1. Scientific Inquiry. Students will
understand how to apply science
knowledge, make ethical decisions about
its application, and understand that
theories are supported by many different
kinds of investigations. Students will be
able to identify controls and variables in
an experiment.
1. Energy Pyramid. Students will draw
and label an energy pyramid. Students
will transfer organisms from a food chain
or food web to an energy pyramid.
Students will Identify the amount of
energy at each trophic level for a food
web. Students will explain the
relationship between energy, heat,
organisms, and trophic levels on an
energy pyramid.
2. Experimental Design.
Students will develop a research plan that
includes background information,
hypotheses, data collection, and the
avoidance of bias.
3. Graphing and data interpretation.
Students will be able to read data and
draw conclusions from graphical
representations. Students will be able to
organize data in a table and use it to
produce a line graph.
4. Reliability of data. Students will be able
2. Food Webs. Students will analyze the
effect of changing a food web (by adding
organism, decreasing an organism
population, etc) on the energy and
interactions of other organisms in the
system. Describe the law of conservation
of mass. Students will be able to explain
the importance of oxygen in organisms
and describe the oxygen cycle. Students
will be able to explain the importance of
carbon in organisms and describe the
carbon cycle. Students will be able to
describe the importance of nitrogen in
organism and the nitrogen cycle.
Students will be able to relate the cycling
Unit 2/ Unit 3: Human Impact on the
Environment
Students will be able to understand….
3. Physical and Behavioral Adaptations
Affecting Survival and Success of
Organisms. Students will describe the
geographic locations, climates, flora, and
fauna of major biomes.
Students will compare and contrast
different biomes and analyze the
characteristics of an organism in relation
to the biome/environment the organism
thrives in.
Students will assess and compare physical
and behavioral adaptations affecting
survival and reproductive success of
organisms in specific environments and
biomes.
Students will predict the environment an
organism lives in given key
characteristics.
4. Abiotic factors, biotic factors, and
carrying capacity on populations.
Students will be able to identify abiotic
and biotic factors in an environment.
Students will predict the effects of
changes in biotic and abiotic factors on
populations. Students will identify
Unit 3/ Unit 4: Cells
Unit 4: Cells
Students will be able to understand….
Students will be able to understand.....
1. Human impact on ecosystems and
biodiversity resulting from climate
change, human activity, resource use,
and nonnative species. Students will
define and describe major forms of
human impact on environment. Students
will write an essay that explains how
human behaviors cause environmental
damage. Students will be able to identify
actions they can take to help reduce
negative human impact on the
environment.
3. The relationship between structure
and function of cell organelles, including,
but not limited to the nucleus, ribosomes,
mitochondria, chloroplasts, vacuoles, the
cell wall, the endoplasmic reticulum, and
the Golgi apparatus, and use this
information to distinguish between plant
and animal cells. Students will describe
the structure and function of cell
organelles and compare and contrast cell
organelle structure and function.
Students will relate structure of an
organelle to its function. Students will
identify plant and animal cells according
to structure and organelles and compare
and contrast plant and animal cells
Students will explain the interactions
between organelles in plant and animal
cells that maintain homeostasis.
4. Explain the role of the cellular
membrane in maintenance of
homeostasis and movement of material
in and out of cells. Describe the structure
and function of the cell membrane.
Students will describe types of transport
across the cell membrane. Students will
Unit4
Students will be able to understand….
1. Prokaryotic cells, eukaryotic cells, and
viruses based on complexity and general
structure. Students will Define virus,
prokaryote, and eukaryote and compare
and contrast the structure of viruses,
prokaryotes, and eukaryotes.
2. The structure and function of the
following organic molecules:
carbohydrates, proteins, lipids, and
nucleic acids. Students will relate
carbon’s structure to its ability to form a
Mapping Performance Outcomes by Month (September – January)
to identify factual claims and make
decisions based on evidence, bias, sample
size, repeated trials, and objective data
collection.
of nutrients to food webs and energy
pyramids.
Students will be able to compare and
contrast the cycling of energy and matter.
population growth given a scenario or a
graph as exponential or logistical and
identify carrying capacity in the event of
logistical growth.
wide variety of organic compounds.
Students will define and describe the
structure and function of carbohydrates,
proteins, lipids, and nucleic acids.
Students will compare and contrast the
structure and function of carbohydrates,
proteins, lipids, and nucleic acids.
relate solute properties to the type of
transport used across the cell membrane
and identify relative concentrations of
water and solutes in intra and
extracellular fluid. Students will relate the
movement of water and solutes across
the cell membrane to maintain
homeostasis.
5. Students will define and describe the
purpose of mitosis and describe the steps
of mitosis.
Assessments
Weekly quiz (vocab, regents based
questions)
End of unit assessment (Regents style)
Homework
Assessments
Assessments
Assessments
Assessments
Weekly quiz (vocab, regents based
questions)
End of unit assessment
Critical Thinking Questions
Weekly quiz (vocab, regents based
questions)
Critical Thinking Questions
Poster board Project
Exit Slips
Weekly quiz (vocab, reading)
Critical Thinking Questions
Foldable Project
Unit Test
Exit Slips
Weekly quiz (vocab, regents based
questions)
Unit Test
Venn Diagrams
Exit Slips
Resources
Resources
Resources
Resources
Resources
Biology Textbook
Lab Materials
Brainpop.com
Power points
Biology Textbook
Lab Materials
Brainpop.com
Power points
Holt Biology Additional Resources
Biology Textbook
Lab Materials
Brainpop.com
Power points
Holt Biology Additional Resources
Biology Textbook
Lab Materials
Brainpop.com
Power points
Biology Textbook
Lab Materials
Brainpop.com
Power points
Important Dates/Trips
Important Dates/Trips1st Marking Pd
ends 10/23 Parent/Teacher conf.
10/29
Important Dates/Trips
Important Dates/Trips
Marking Pd ends 12/11
Holidays begin 12/23
Important Dates/Trips
Marking Pd ends 1/22
Regents begin 1/26/10
Source: New York State Standards, New York States Regents, Interim Assessment Data