Ninth Grade Biology
Unit 4 - Equilibrium
Cellular Transport and Homeostasis: (SB1a,d;SB3b;SB4e,f)
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How do cells maintain homeostasis when environmental changes occur?
How do organisms maintain homeostasis under harsh environmental conditions?
What processes influence the movement of nutrients into and out of cells?
Vocabulary:
Passive Transport
Active Transport
Phospholipid Bilayer
Tonicity
Osmosis
Diffusion
Facilitated Diffusion
Exocytosis
Endocytosis
Phagocytosis
Plasmolysis
Hypotonic
Isotonic
Turgor Pressure
Homeostasis
Equilibrium
Hypertonic
Fluid Mosaic Model
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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“Name that picture”- Teacher shows students pictures of cell membranes, illustrations of osmosis and diffusion, and hypotonic and
isotonic solutions and asks the students to identify them. (Demonstrations may also be used such as the "Egg in Vinegar")(Preassessment)
Give groups of students a list of statements and ask them to identify them as “true” or “false”. Allow students to discuss and give
reasons why they believe a statement to be true or false.(Comprehension)
Have students design an experiment to test the osmotic potential of a potato. (Gifted Extension)(Evaluation)
English Language Learners (ELL): Engage students with activities demonstrating diffusion and osmosis. Have them write a description
of their observations and highlight all vocabulary words.
Suggested Laboratory Activities: (Reference: Biology, Glencoe)
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Diffusion and Osmosis Lab
o "Awesome Osmosis" Lab activity
Internet Resources:
o Phospholipid Bilayer
o Sharpie Pen Tie Dye T-Shirts
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 4 - Equilibrium
Plant Adaptations and Natural Selection: (SB4e;)
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How do plant adaptations influence their ability to survive stressful environmental conditions?
How do plants respond to different stimuli?
What reproductive characteristics enable plants to survive in different environments?
Vocabulary:
Tropism
Coniferous
Cuticle
Angiosperm
Deciduous
xylem
phloem
gravitropism
phototropism
stomata
vascular pressure
thigmotropism
vascular
nonvascular
alternation of generations
Names of plant divisions
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Think-Pair-Share- Bring in samples of both vascular and non-vascular plants and some fruits and seeds. Have students work in pairs to
identify as many as they can.(pre-assessment)
Have students make portfolios of nonvascular and vascular plants including structure, habitat, reproduction, (Comprehension and
analysis)
Design a research project to investigate gravitropism, phototropism, or thigmotropism in plants.(Evaluation)(Gifted)
English Language Learners (ELL): Make a portfolio of characteristics of vascular and nonvascular plants and/or a leaf collection of local
trees.
Suggested Laboratory Activities: (Reference: Biology, Glencoe)
o Measuring Plant Transpiration
o Investigating Plant Reproduction (Plant Reproduction Website)
o Lab on Plant Structure
o Biozone Site for more plant labs and activities
o Survey of Plant Divisions
Internet Resources:
o Activities With Plants
o Flower Structure
o Notes on Plant Transport and Growth
o Investigating Parasitic Plants
o Gas Exchange in Plants
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 4 - Equilibrium
Animal Adaptations and Behavior ;Natural Selection: (SB3b,c;SB4f;SB5b,d)
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How have physical and behavioral adaptations affected animals’ ability to survive in stressful environmental conditions?
What role does natural selection play in the changes in animals over time?
What are some patterns of gene expression?
Vocabulary:
Adaptations
Mimicry
Immigration
emigration
hibernation
sexual selection
pheromones
invertebrate
vertebrate
Names of Animal phyla
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Questionnaire- Teacher gives students a brief questionnaire to assess student knowledge of the animal kingdom. (pre-assessment)
Students prepare a portfolio comparing all the body systems across all of the animal phyla(analysis)(formative assessment)
Design an experiment on animal behavior using pill bugs or other invertebrate animal.(Evaluation)(Gifted)
English Language Learners (ELL): Students research an endangered animal of their choice and it must be one that cannot be found in the
state or region where the student lives. Students must describe all the characteristics, behaviors, and niche in its habitat and present
their findings to the class using visuals (Powerpoint or poster with pictures)
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Virtual Frog Dissection(Froguts.com or Net Frog)
o Survey of the Animal Kingdom (Compare Nutrition, Gas Exchange, Circulatory System, Excretory System, Reproductive
System across the animal phyla)
Internet Resources:
o Biozone Site for Animal Activities
o Animal Learn Website (Alternative to Dissecting)
o Froguts (Frog Dissection Website)
o Net Frog (Frog Dissection Website-High School)
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 4 - Equilibrium
Succession: (SB4c,d)
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What is the effect on the environment if its equilibrium is disrupted?
What impact are human activities having on ecosystems?
How are environmental conditions related to successional changes in ecosystems?
Vocabulary:
Symbiosis
Primary Succession
Secondary Succession
Climax Community
Pioneer Species
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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“No-Hands Questioning”- Teacher shows pictures of different ecosystems in different stages of succession and calls on students to
predict if it is a pioneer community, secondary succession, or a climax community.(pre-assessment)
o Class Activity: Observing Ecological Succession
o Gifted Extension: Students prepare a model illustrating the different stages of succession.(Evaluation)
o English Language Learners (ELL): Take students on a field trip (real or virtual) to introduce them to the ecology of the local region. Try to
find areas in different stages of succession (take digital pictures) so they can identify with what succession really means. (application)
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Communities and Biomes Lab Activity
o Examining Stages in Ecological Succession
Internet Resources:
o Biozone Ecology Website (Activities and Labs)
o Ecological Succession
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 4 - Equilibrium
Population Genetics: (SB4a,d)
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How are populations affected by environmental conditions?
How does natural selection influence populations of organisms?
How do we know that populations are evolving?
Vocabulary:
Genetic Drift
Founder Effect
Hardy-Weinberg Equilibrium
Bottleneck Effect
Stabilizing Selection
Directional Selection
Disruptive Selection
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
o “Fill In the Missing Blanks”- Students are given a short questionnaire in which key vocabulary words for the unit are left blank. Students
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are asked to try and fill in as many words as they know. As topics are covered, students will go back and fill in the correct terms.(preassessment)
Class Activity: Bottleneck Genes (a study of the endangered black footed ferret)(application)
Gifted Extension: “What is the impact of a loss of diversity of organisms?”(Evaluation)
English Language Learners (ELL): Have students research examples of stabilizing, disruptive, and directional selection and share their
findings with the class.
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Population Genetics Labs (Genetic Drift, Founders Effect, Bottleneck Effect)
Internet Resources:
o Hardy Weinberg Equilibrium
o natural selection
o Development of Biological Resistance
o How New Species Evolve (Teacher’s Domain Site)
Blue indicates hyperlink to Internet Site